GrftWS 


•:1!!mA 

L 

■W4 

1  A=8 

1                      - 

^4^ 1^1 

0 — i 

0= i 

1  ^^S 

o 

i^^ 

■s^^^ 

7 i 

0 5 

0 5 

1 " 

■^^^^51 

^^^^^^fm 

4  ^ 

THE  TRalNINC  SCHOOL 
Frank  L.  Wright 


^v.. 


V.^ 


y 


Colorado  State  Teachers 

College 

BULLETIN 


SERIES  XXI 


JUNE,  1921 


NUMBER  3 


Section  Six  of  the  Educational  Survey 
of  Colorado  State  Teachers 
College 

THE  TRAINING  SCHOOL 

by 

FRANK  L.  WRIGHT 

Professor  of  Education 


GREELEY,   COLORADO 


Published  Monthly  by  State  Teachers  College,  Greeley.     En- 
tered as  Second-Class  Matter  at  the  Postoffice,  Greeley, 
Colorado,     under     the     Act    of    August    24th,     1912 


Colorado  State  Teachers 
College 

BULLETIN 


Section  Six  of  the  Educational  Survey 

of  Colorado  State  Teachers 

College 

THE  TRAINING  SCHOOL 

by        . 
FRANK  L.\  WRIGHT 
Professor  of  Education 


Published  By 

THE  BOARD  OF  TRUSTEES 

Greeley,  Colorado 

JUNE,  1921 


Foreword 

Peculiar  difficulties  have  attended  the  working  up  and  presentation 
of  this  Survey  Report  on  the  Training  School.  The  sub-committee  ori- 
ginally assigned  by  the  Chairman  of  the  Survey  Committee  to  examine 
and  report  to  the  faculty  the  Training  School  situation  consisted  of  the 
Director  of  the  Training  School  (vs-ho  as  Chairman  was  to  write  the 
report)  and  two  other  members  of  the  faculty, — one  a  Training  School 
teacher  and  the  other  a  teacher  in  the  College  px'oper.  The  general 
questionnaire  of  the  faculty  was  to  afford  the  starling  point  for  the  work 
of  this  sub-committee  as  well  as  of  the  other  groups. 

At  the  close  of  the  first  year,  however,  the  Director  of  the  Training 
School  was  elected  to  the  principalship  of  a  city  normal  school,  and  the 
other  two  members  of  the  sub-committee  left  the  school — one  for  service 
in  the  Army  and  the  other  to  a  new  teaching  position;  so  the  work  for 
the  first  year  itopped  with  the  collecting  of  the  data  on  the  general 
questionnaire. 

The  sub-committee  was  reconstituted  the  following  year  with  the 
new  Director  of  the  Training  School  as  Chairman.  At  the  close  of  the 
year  he  was  elected  to  the  presidency  of  a  Western  normal  school,  and 
the  work  of  the  sub-committee  again  was  halted. 

To  make  sure  of  completing  the  work  when  the  sub-committee  was 
again  constituted  it  seemed  necessary  to  draft  as  Chairman  a  member 
of  the  Survey  Committee  who  had  been  in  contact  with  the  work  of  the 
Committee  from  the  beginning.  The  faculty  are  under  obligations  to 
Mr.  Wright  for  his  undertaking  this  oft-interrupted  piece  of  work — so 
long  after  the  period  when  the  data  were  fresh. 

It  is  universally  agreed  that  the  satisfactory  operation  of  a  training- 
school  is  the  most  difficult  phase  of  the  established  work  of  a  school  for 
teachers.  It  is  made  far  more  difficult  than  the  operation  of  a  public 
school,  because  of  its  double  purpose.  It  must  first  be  made  a  first  rate 
school  for  children.  It  must  then  be  made  a  first  rate  school  for  prospec- 
tive teachers.  The  eighty  years  of  the  normal  school  experiment  in  the 
United  States  have  still  not  taught  us  finally  the  one  best  way  of  doing 
these  two,  apparently  simple  tasks.  Only  those  who  are  acquainted  with 
the  real  problem  think  that  its  solution  is  simple. 

Many  years  of  experience,  however,  have  finally  brought  substantial 
agreement  among  educators  in  regard  to  the  desirability  of  developing 
two  major  lines  of  training  school  work.  First,  it  is  clear  that  the  ef- 
fective preparation  of  teachers  requires  the  development  of  the  "demon- 
stration or  observation  or  model  school"  function,  in  order  that  prospec- 
tive teachers  may  see  and  reflect  over  the  finest  examples  of  what 
teaching  can  be,  in  the  hands  of  a  master.  Since  teaching  is  essentially 
an  art  examples  are  fundamental  to  learning  it.  Second,  it  is  clear  that 
the  preparation  of  teachers  requires  the  development  of  the  student- 

—5— 

)Jra.j 


160587 


Ctelligeiit  practice.  About  these  two  functions  of  the  training  school  there 
teaching  function.  Art  implies  skill,  and  the  basis  of  skill  is  merely  in- 
is  no  question.  And -it  is  clear  that  under  favorable  conditions  the  two 
may  be  successfully  developed  together  in  a  single  training  school.  This 
is  in  fact  the  characteristic  task  of  the  director  of  a  training  school — to 
develop  these  two  training  school  functions  to  their  highest  efficiency. 

This  task  is  comnlicated  by  the  mathematical  relations  existing  be- 
tween the  numbers  ot  training  school  children  and  the  numbers  of  college 
students  or  prospective  teachers.  The  problem  is  easiest  in  the  small 
normal  school  where  the  proportion  cf  training  school  children  to 
prospective  teachers  is  large.  It  is  hardest  in  the  large  school  for  teach- 
ers whei'e  the  proportion  of  prospective  teachers  ij  much  larger.  The 
growth  of  a  school  for  teachers  always  eventually  brings  it  face  to  face 
with  this  difficulty.  It  is  instructive  to  sec  how  various  schools  have 
met  the  problem.  It  is  sometimes  evaded  by  permitting  all  the  teaching 
in  training  school  to  be  done  by  student  teachers.  Needless  to  say  this 
is  not  a  satisfactory  solution.  It  is  sometimes  met  by  developing  the 
"observation  or  demonstration  or  model  school"  function  and  decreasing 
or  even  omitting  altogether  the  student  teaching  function.  Neither  is 
this  a  satisfactory  solution.  In  a  dozen  or  so  of  norjnal  schools  in  the 
United  States  we  may  today  see  another  type  of  solution, — students 
taking  turns  at  teaching  while  their  fellow-students  "play  class."  It  is 
ludicrous  to  see  mature  men  and  women  making  believe  to  receive  a 
lesson  in  beginning  reading  or  arithmetic  from  a  make-believe  teacher. 
The  problem  is  again  sometimes  side-stepped  by  asserting  that  the 
training  school  should  becor"e  a  laboratory  for  experiment.  It  seems, 
however,  that  the  experiment  function  if  developed  at  all  must  be 
developed  in  a  separate  school.  The  typical  training  school  has  its  hands 
quite  full  in  the  attempt  to  meet  the  other  two  purposes. 

It  is  finally  becoming  clear  that  if  we  adopt  the  two-fold  training 
school  purpose  above  stated  we  face  certain  obvious  alternatives  as 
schools  for  teachers  grow.  We  assume  first  that  growth  is  not  to  be 
accompanied  by  any  lowering  of  efficiency.  Then,  either  (1)  the  train- 
ing school  must  be  proportionally  increased  in  size  as  the  number  of 
student-teachers  increases;  or  (2)  the  enrollment  of  the  college  or  normal 
school  must  be  restricted  when  the  training  school  has  reached  its 
maximum  size;  or  (3)  the  school  for  teachers  must  acquire  student- 
teaching  facilities  in  the  public  schools  of  the  state.  This  last  solution 
is  becoming  ever  more  common;  and  it  is  becoming  clear  that  in  the 
future  normal  schools  w'ill  not  be  located  in  communities  either  too 
small  to  provide  the  necessary  training  school  or  unwilling  to  do  so; 
and  it  seems  likely  that  in  the  competition  of  the  future  the  teachers 
colleges  that  lack  adequate  training  school  facilities  will  be  forced  either 
to  move  or  lose  their  chance  to  draw  the  best  grade  of  students. 

While  the  present  study  does  not  go  deeply  into  these  central  prob- 
lems of  training  schools  it  does  suggest  that  the  Gre(!ley  situation  is  at 
present  somewhat  better  than  is  found  in  a  considerable  number  of  nor- 
mal schools.    Happily,  it  seems  that  it  can  be  made  still  more  favorable 

—  6— 


before  the  limits  of  fruitful  growth  are  reached  even  with  the  present 
facilities;  and  the  obvious  possibilities  of  extending  the  facilities  have 
not  as  yet  been  touched.  That  thej^  will  be  is  as  certain  as  that  the 
College  will  grow. 

The  report  calls  attention  to  the  fact  (well  known  to  all  students  of 
the  normal  school  problem)  that  the  state  teachers  college  touches  few 
rural  school  teachers.  No  normal  school  or  teachers  college  has  ever 
been  able  to.  Good  departments  of  rural  work  have  been  established 
in  many  schools  but  prospective  rural  teachers  do  not  enroll.  The  em- 
ploying of  additional  professors  of  rural  school  education  is  hardly  a 
solution.  Nothing  will  enroll  prospective  rural  teachers  in  normal  schools 
except  a  state  certification  requirement.  In  the  meantime  institutes, 
extension  work  and  summer  schools  may  be  of  considerable  use. 

Among  the  several  other  needs  of  the  training  school  reported  in 
this  study  probably  that  which  is  most  pressing  is  the  matter  of  the 
printed  curriculum.  The  need  is  only  more  obvious  than  are  the  clues  to 
meeting  the  need.  The  relation  which  a  training  .school  bears  to  the 
central  purpose  of  a  school  for  teachers  requires  that  its  curriculum 
shall  cover  the  usual  materials  of  the  public  schools  of  the  state, — the 
materials  which  its  graduates  must  teach — and  its  organization  of  in- 
struction must  of  necessity  be  such  a  one  as  can  be  carried  out  under 
the  conditions  existing  in  a  typical  public  school. 

Section  VII,  The  Course  of  Study,  still  remains  to  be  published. 

J.  G.  CRABBE, 

President 


The  Training  School 

A  Preliminary  Statement 

Studies  have  been  made  within  the  past  few  years,  which  attempt  to 
show  that  there  is  a  difference  in  the  intelligence  of  children  enrolled  in 
training  schools  and  of  those  enrolled  in  the  regular  public  schools.  In 
this  study  it  would  have  been  desirable  to  have  had  access  to  data  of 
this  type  in  both  mental  and  educational  tests,  but  no  such  data  had  been 
taien  at  the  time  of  this  survey,  1917-18.  There  are  no  records  as  to 
mental  ability  or  educational  attainme:.ts  or  even  teachers'  marks  of  a 
single  child  who  attended  the  elementary  school  during  the  year  1917-18, 
or  any  year  previous.  A  card  like  the  following  was  filed  for  each  child 
in  the  training  school  during  the  year  1917-18,  but  was  evidently  destroy- 
ed by  the  next  training  school  director.  These  cards  are  being  completed 
again  this  year,  1920-21,  for  all  children  enrolled  in  the  school. 


5Name ; 

Date  Birth:  Yr. Month—  Day  __  Place  — 

Mental Grale Test 

Parent  or  Guardian Occupation 

Graduated:  Yr. Month Day 

Withdrew:  Year Month Day 

2Cause  of  Withdrawal 


Colorado  State  Teachers 
College 

Training   School 

Pupil's    Record    Card 


Address    

New   Address    _. 


CO 

Date    of    Ad- 

o 

n 

o 

Ul 

Non- 

Promoted 

> 

mission 

Promoted 

o 

•Tjp 

K) 

f^ 

O 

^ 

^ 

O 

o  w 
go 

o 

GRADE 

1 

O 
3 

P 
"< 

> 

rr 

M 
ty- 

P3 
1^ 

o 

3 

p 
^ 

•-s 

<r1- 

1 
1 

1 

1 

1 
1 
1 

en 
1 

as 

1 

1 
1 
1 

1 
1 

1 
1 
1 
1 

1 
1 
1 

B 

•c  -^ 

— 





C  «3 

s^ 

A 

4^ 

B 

— 





fa 

A 

•e 

g 

B 





V) 

la 

A 

1.  Thi  3  card  shall  be  kept  on  file  in  the  Director's  office.  2.  Finan- 
cial conditions  of  home,  illness  in  family,  personal  illness,  physical  de- 
fects, incapacity,  indifference,  failure  of  promotion,  left  city,  go  to  work. 

5.  Give  age  on  birthday  nearest  September  1,  of  current  school  year. 
4.     Irregular  attendance,     physical     defects,     incapacity,     indifference. 

6.  Last  name  first.     6.     Below  average,  above  average,  average. 

~9- 


> 

Date 

of 

o 

n 

3 

a 

C 
w 

(T> 

3 

ct- 

1 

ci- 

K 

3- 

1 

Non 

Promoted 

3  <^ 

Admissiuii 

Pl'OmOLeu 

p 

o 

3 
3- 

1 

1 
1 

o 

p 

3  c 

1? 

1 

GRADE 

n 

1 
1 

o 

3 
1 

O 

1 
1 

! 

o 
p 

1 

1 
1 

2 
o 
3 

1 

a 
p 

1 

B 

1 
1 

1 

J5 

A 

£ 

u 

B 

3 
O 

A 

JZ 
->-> 

B 

1              1 
1              1 

1              i 

fe 

A 

1 

1 

1 

1 

-t-> 

B 

— 

— 



A 

i          i     1     ! 

' 

J5 

B 

!        '        1 

1           i           1           1           1 
1           1           1           1           1 

> 

A 

-— 

1             1 
1 

1 

— 

1 

B 

1 

bo 

A 

1 
1 

1 

i 

The  Year  Book  for  1918-19  gives  the  only  information  to  be  had 
concerning  these  elementary  school  children;  this  publication  lists  merely 
the  names  of  the  pupils  for  each  grade. 

Because  of  the  delay  occasioned  by  change  in  personnel  of  the  Com- 
mittee, opportunity  is  afforded  to  refer  to  the  Carnegie's  Survey  of  the 
Missouri  Normal  Schools  (1)  and  Wilson's  Study  of  Training  Depai*t- 
ments  in  the  State  Normal  School  in  the  United  States  (2).  The  material 
in  this  bulletin  on  toacher  training  facilities  in  Coloiado  State  Teachers 
College,  however,  has  been  limited  to  the  year  1917-18  or  earlier,  even 
though  many  changes  for  the  belter  have  taken  place  since  that  time. 

This  preliminary  statement  should  probably  contain  one  other  point 
so  that  the  leader  may  the  better  understand  the  writer.  It  will  be 
remembeivd  that  Montaigne  in  his  "Education  of  Children"  says  that 
persons  should  not  quote  from  others  "for  fear  the  comparison  renders 
the  appeai-ance  of  their  own  writings  so  pale  and  sallow  that  they  lose 
much  moi'e  than  they  gain."  The  writer  has  in  no  sense  followed  the 
advice  of  this  educator,  but  on  the  other  hand,  has  been  very  liberal  indeed 
in  his  filchings.     Otherwise,  there  would  have  been  little  material  for  a 

—10— 


survey  of  Teacher  Training  facilities  in  Colorado  State  Teachers  College. 

(1)  The  Carnegie  Foundation  for  tne  Advancement  of  Teaching,   Bulletin  No. 

14    "Tlie   Professional   Preparation   of    Teachers    for   American    Public 
Scliools." 

(2)  Wilson,  L.  A. — "Training  Departments  in  the  State  Normal  Schools  in  the 

United  States."    Eastern  Illinois  Normal  School  Bulletin  No.  66. 


—11— 


Training  School  Survey 

I.     INTRODUCTION. 

One  of  the  most  impoitant  factors  in  detei mining  the  standing  of 
any  teacher  training  institution  is  its  facilities  for  student  teaching.  If 
every  teach-^r  in  the  United  States  were  required  to  have  at  least  one 
year  of  student  teaching  under  careful  supervision,  much  time  and  energy 
of  both  pupil  and  teacher  in  the  public  school  as  well  as  the  resources 
of  the  community  would  be  conserved.  After  showing  the  lojs  to  the 
pupils  and  communities  of  poorly  tiained  teachers,  Prof  Mead  (1)  says 
"How  such  a  loss  can  be  justified  ethically  is  not  clear."  The  im- 
portance of  Teacher  training  has  not  been  seriously  considered.  If  it 
had  been  given  enough  consideration  no  such  statements  as  the  following 
would  appear  in  an  official  bulletin  (2) :  "Of  the  20,000,000  children  of 
the  United  States  10,000,000  are  being  taught  by  teachers  who  have  had 
no  special  preparation  for  their  work  and  whose  general  education  is 
clearly  inadequate." 

"Of  the  600,000  public  school  teachers  in  the  United  States  it  has 
been  estimated  by  competent  authorities  that  65,000  are  teaching  on  per- 
mits not  being  able  to  meet  the  minimum  requirements  of  County 
Superintendents." 

Teaching  is  a  vocation.  "Vocational  education  which  ignores  prac- 
tical training  is  largely  futile.  When  the  time  arrives  in  the  development 
of  the  boy  or  girl  when  he  should  seriously  undertake  preparation  for  a 
calling  it  is  necessary  that  somehow  and  somewhere  he  should  be  able 
to  devote  a  considerable  time  to  actual  participation  in  the  concrete 
process  of  the  calling  itself"  (3).  Few  would  be  willing  to  trust  them- 
selves to  surgeons  who  had  not  one  or  two  years  of  clinical  work  after 
their  schooling.  So  the  public  school  administiator  goes  on  this  same 
supposition  when  he  demands  experience.  Tliis  experience  in  the  way  of 
teacher  training  under  expert  supervision  may  be  provided  largely  by 
the  Training  School  in  Teacher  Training  institutions. 

That  the  validity  of  supervised  teacher  training  "has  been  accepted 
in  practice  is  indicated  by  the  fact  that  a  training  department  is  main- 
tained by  every  state  norm^al  school  in  tlie  United  States  and  by  a  con- 
sidcjrable  number  of  private  normal  schools."      (4) 

Persons  lesponsible  for  teacher  training  have  gone  on  record  re- 
peatedly as  to  the  value  of  the  training  department.  Such  statements 
as  the  following  indicate  the  attitude  of  leaders  in  the  field  of  Normal 
school  administration  toward  the  Training  school:  "Actual  teacnmg  is 
capable  of  ranking  as  the  most  valuable  course  for  the  students"  (5); 
"There  is  no  longer  any  question  in  the  minds  of  those  competent  to 
judge,  that  the  place  of  the  Training  Department  is  pivotal;  it  is  the 
hub  from  which  should  radiate  all  the  activii;ies  of  the  other  depart- 
ments" (6) ;  "The  training  school  is  the  heart  of  the  Normal  School" 
(7).  President  J.  G.  Crabbe  of  Colorado  State  Teachers  College  expresses 
his  opinion  in  these  words:  "The  Ti'aining  school  in  any  teacher  training 
producing  agency  including  State  Normal  Schools  and  Teachers  Colleges 
is  the  very  heart  of  the  Institution.  Without  it  there  can  be  no  real 
satisfactory  training  of  teachers.  It  is  a  quasi  clinic  for  prospective 
teachers.  It  is  the  final  fesling  out  agency  for  teaching  in  any  system 
of  Training  Schools.  The  Dii'ector  of  the  Training  School  should  be 
the  biggest  man  among  the  members  of  the  faculty  in  scholarly  attain- 
ments, experience  and  character."      (8) 

In  spite  of  these  expressions  on  the  part  of  Administrators,  the  fact 
probably  remains  as  is  expressed  by  the  Carnegie  Foundation  "It  is  not 

—13— 


too  much  to  say,  indeed  that  the  Training  department  is  the  weakest 
part  of  the  structure,  (in  the  Missouri  Normal  Schools)  and  the  same 
thing  is  probably  true  in  many,  if  not  most  of  the  State  Nonnal  Schools  in 
this  country."  (9) 

Theoretical  value  of  a  training  department  is  seldom  realized  in 
practice  because  of  lack  of  a  common  knowledge  of  the  best  features 
of  all  training  schools  by  those  responsible  for  teacher  training;  and 
because  of  a  "general  lack  of  a  satisfactory  correlation  of  all  of  the 
work  of  the  Normal  School  with  the  Training  School.  Not  only  does 
the  training  school  as  a  rule  occupy  a  subordinate  position  in  the  nor- 
mal school  organization  instead  of  being  the  pivotal  point  and  focus  of 
all  departments,  but  the  work  of  the  training  school  seems  in  many,  if 
not  most,  cases  to  bo  detached,  to  lack  a  fundamental  relation  to  what  is 
taught  and  learned  'upstairs'.  It  is  no  unusual  thing  for  the  Normal 
School  student  to  complain  that  the  theory  that  has  been  taught  to  him 
in  courses  in  psychology,  principles  of  teaching,  and  special  methods 
(to  say  nothing  of  the  purely  academic  courses)  has  no  perceptible  con- 
nection with  the  work  of  the  training  school.  This  is  sometimes  due,  no 
doubt,  to  the  fact  that  the  'theory'  is  impracticable  and  that  those  re- 
sponsible for  the  practice  teaching  know  it,  and  in  consequence  will  have 
no  commerce  with  it;  but  it  is  oftenor  duo  merely  to  a  complete 
mechanical  separation  of  the  training  department  both  from  the  depart- 
ment of  educational  theory  and  from  the  academic  departments, — a 
separation  which  results  in  the  total  ignorance  cf  each  party  regarding 
what  the  other  is  teaching  or  practicing,  if  not,  indeed,  in  actual  opposi- 
tion or  open  friction".     (10) 

In  spite  of  this  friction  however,  several  studies  which  have  been 
made  tend  to  show  the  value  of  teacher  training.  H.  G.  Childs  in  his 
study  of  the  value  of  practice  teaching  for  teachers  in  secondary  schools, 
had  reports  from  nineteen  city  superintendents  upon  as  many  teachers 
v\-ho  had  done  practice  teaching  as  a  part  of  their  preparation.  The 
summary  of  these  reports,  as  given  by  Wilson  is:  "Ten  of  the  19  teachers 
were  decidedly  above  the  average  of  all  teach.-rs  in  the  teaching  staff, 
17  of  the  19  were  equal  to  or  abov3  the  average  of  all,  but  two  were 
below  the  average  and  none  were  reported  imsatisfactory.  The  com- 
parison with  other  teachers  with  no  previous  teaching  experience  is  still 
more  striking  as  14  of  the  19  were  rated  decidedly  above  the  average; 
onlv  one  was  rated  below  the  average  and  none  were  rated  as  unsatis- 
factory".    (11) 

Furthermore  of  79  teachers  who  had  done  practice  teaching  as  a 
preparation  for  later  teaching,  "69  reported  that  it  had  much  value; 
eight  that  it  had  moderate  value;  two  that  it  had  little  value". 

The  purpose  of  this  survey  of  the  teacher  training  facilities  in  Colo- 
rado State  Teachers  College,  then  is  two-fold:  (1)  to  present  impartially 
facts  concerning  organization,  material,  methods,  defects  and  advan- 
tages of  the  system,  so  that  they  may  become  common  knowledge  to  all 
administrators  or  others  interested  in  the  training  of  teachers,  who  desire 
it;  and  (2)  (the  much  more  important  purpo'5e)  to  bring  to  the  members 
of  the  faculty  of  the  College,  a  conscious  realization  of  the  problems  and 
short-comings;  to  bring  about  a  more  definite  unity  of  purpose  on  the 
part  of  the  faculty;  a  more  thorough  realization  that  the  College  exists 
for  the  sole  purpose  of  the  training  of  teachers,  that  the  training  school 
is  the  central,  most  positive  agency  in  the  school  for  the  realization  of 
this  purpose,  and  finally  that  the  success  or  failure  of  the  training  school 
in  accomplishing  this  definite  purpose,  depends  largely  on  each  member 
of  the  faculty,  be  he  Dean,  Director  of  the  Training  School,  Training 
Teacher,  or  the  most  insignificant  assistant  in  the  institution. 

—14— 


(1)  A.  R.  Mead,  Tlio  Ethics  of  Student  Teaching,  Educational  Adminislratioa 

and   Supervision.     Vol  6:    395. 

(2)  Supplement,    January    N.    E.    A.    Bulletin,    1920,    p.    3. 

(3)  David    Sneddon,    Tlie    Problems    of    Vocational    Education,    p.    27. 

(4)  L.    M.    Wils-on.    Training    Departments    in    State    Normal    Schools    of    the 

United   States.     The   Normal   School   Bulletin,    Eastern   Illinois   Normal 
School,  p.  9. 

(5)  N.  E.  A.  Addresses  and  Proceedings,  1899,  p.   846. 

(6)  N.   E.  A.   Addresses  and   Proceedings,   1809,   p.   561. 

(7)  Report  of  the  National  Council  of  Normal  School  Presidents  and  Principals, 

Educational  Administration  and  Supervision,  March  1918,   p.   166. 

(8)  Introductory  Paragraph  in  "The  President's  Final  Opinion  of  the  Training 

School  and  what  a  Great  Training  School  Ought  to  Be" — President  J. 
G.    Crabbe — Private   File. 

(9)  Carnegie  Foundation  for  Advancement  of  Teaching.     Bui.    No.   14,   p.    192. 

(10)  Ibid   Page   199 

(11)  Eastern   Illinois   Normal    School   Bulletin   No.    66   Pages   12-13 


— 1&- 


II.     THE  FUNCTION  OF  THE  TRAINING  DEPARTMENT. 

If  the  Training  School  is  (or  is  expected  to  be)  the  "hub,"  "the 
very  heart,"  "the.  heart  and  core,"  of  the  teacher  training  institution, 
then  to  determine  the  function  of  the  one  will  involve  the  function  of  the 
other.  It  might  be  well,  at  this  point,  however  to  throw  out  the  sug- 
gestion that  the  training  school  is  not  the  only  department  of  a  teacher 
training  institution  which  contributes  materially  to  the  training  of 
teachers.  But  it  is  probably  safe  to  say  that  a  clear  statement  of  the 
function  of  a  teachers  college  will  pretty  clearly  define  the  purposes  of 
the  training  department  of  that  Teachers  College  also. 

The  function  of  Colorado  State  Teachers  College  is  expressed  thus: 
"The  function  of  the  Teachers  College  is  to  make  teachers.  To  do  this 
it  must  keep  abreast  of  the  times.  It  must  lead  in  public  education.  It 
must  project  the  future.  The  modern  conception  of  education  embraces 
all  of  human  life.  The  deep  and  rich  notion  enlarges  the  function  of  an 
institution  that  aims  to  prepare  teachers.  This  function  'embraces  in 
its  relations:  the  faculty,  the  child,  the  student,  the  home,  the  state, 
society,  and  the  course  of  study."     (1) 

Professor  E.  D.  Randolph's  statement  of  the  function  of  a  Teachers 
College  is  probably  as  good  as  any  that  has  been  formulated,  thus  far. 
He  says,  "The  function  of  a  Teachers  College  is  the  insuring  to  society 
of  a  more  reliable  agency  of  social  solidarity  and  progi'ess — a  body  of 
public  school  teachers  who  as  a  result  of  prospective  adjustment  to  (1) 
their  social  responsibilities  and  (2)  the  institutional  duties  they  will 
have  in  the  public  schools,  will  be  able  to  cooperate  with  the  spirit  and  in 
the  technique  of  modern  education  to  secure  the  due  relationship  between 
public  school  work  and  the  effective  pressures  of  life. 

"In  brief,  Teachers  Colleges  are  expected  to  exercise  wise  leader- 
ship rather  than  merely  to  perpetuate  existing  practices.  They  are  to 
organize  soci.al  pressures  in  response  to  modern  educational  thought  and 
thus  facilitate  the  slow  adjustment  of  the  public  school  to  social  condi- 
tions. While  insuring  efficiency  in  what  must  be  done,  they  are  to  guar- 
antee to  society  that  what  most  needs  to  be  d3ne  shall  not  be  omitted." 
(2) 

It  would  be  worth  v/hile  for  the  faculty  of  any  institution  to  try  to 
state  the  function  of  that  institution,  as  they  see  it.  Without  some  uni- 
fying agency  such  as  a  faculty  council,  there  vs^ould  probably  be  little 
unanimity  of  statement,  but  value  would  come  from  the  unity  of  purpose 
required  in  the  consideration  of  a  common  problem.  Furthermore  some 
members  of  any  faculty  might  be  made  to  realize,  by  such  an  undertak- 
ing, that  they  are  not  realizing  the  function  it  is  intended  they  should. 

It  would  be  worth  the  time  and  energy  of  the  faculty  of  Colorado 
State  Teachers  College,  also,  for  each  to  carefully  formulate  the  func- 
tion of  the  Training  School  as  a  department  of  the  College  and  to  deter- 
mine how  its  activities  may  be  correlated  with  those  of  other  depart- 
ments. It  is  unfortunate  that  in  the  present  survey  a  statement  of  the 
function  of  the  Training  School  was  not  called  for  from  every  member 
of  the  faculty.  As  will  be  seen  from  reading  the  following  question- 
naire which  was  sent  to  all  members  of  the  faculty,  each  individual  was 
asked  to  state  the  function  of  his  department.  Consequently  the  fiinction 
of  the  Training  School  was  stated  only  by  teachers  in  the  Ti-aining 
School. 

Here  is  the  questionnaire  which  was  sent  to  all  members  of  the 
faculty.  The  returns  will  be  discussed  only  as  they  apply  to  the  Training 
School. 


—17— 


GENERAL  QUESTIONNAIRE  OF  THE  FACULTY 

A  thorcuffhly  frank  and  completely  independent  response  is  desired. 

1.  Make  a  complete  but  concise  statement: 

(a)  of  the  function  of  your  department. 

(b)  of  its  orgranization  to  accomplish  that  function. 

2.  What  are  the  chief  barriers  to  roalizinpr  your  department's  func^iions? 
S.     Make  a  complete  but  concise  statement: 

(a)  of  the  function  of  each  of  your  courses. 

(b)  of  interrelations  of  your  courses. 

4.  What  are  the  chief  barriers  to  realizing  these  functions? 

5.  List  all  the  changes  made  in  the  last  two  years  in  either  the  organiz- 

ation of  your  department  or  school,  or  in  the  emphases  within 
established  activities  of  the  department  or  school  (including 
new  courses  framed,  old  courses  abandoned  or  changed),  stating 
in  each  case  the  reasons  for  the  changes  or  abandonment  and 
the  method  of  accomplishing  the  changes  (e.  g.  whether  by  co- 
operative effort  or  otherwise.) 

6.  List  all   the  changes  which   in  your  opinion  should  be  made   in  the 

organization  of  your  department  or  si-'hool,  and  in  the  emphases 
within  the  established  activities  of  your  department  or  school. 

7.  To  what  extent  do  the  activities  of  your  department  cooperate  with 

the  activities  oi  other  departments  ?  To  what  extent  should 
they  be  cooperative  ? 

8.  List  what  seem  to  you  the  most  important  problems  of  the  College. 

Since  there  are  )-eally  three  separate  divisions  of  the  Training  De- 
partment of  Colorado  State  Teachers  College, — The  State  High  School  of 
Industrial  Aits,  The  Elementary  Training  School,  and  the  Rural  Demon- 
stration Schools, — it  will  be  necessary  to  give  the  aims  as  formulated  by 
the  teachers  in  these  various  divisions. 

Functions  of  the  County  Schools 

The  printed  statement  of  the  functions  of  the  county  schools  de- 
partment is  "Tlic  object  of  the  courses  offered  here  is  to  prepare  county 
teachers  for  community  leadership  and  to  assist  in  the  proper  organiza- 
tion and  management  of  the  type  of  school  found  in  the  open  country. 
However  every  effort  consistent  with  existing  conditions  and  lasting 
progress  shall  bo  made  to  point  out  the  importance  of  reorganizing  the 
county  educational  system  upon  a  principle  that  shall  lead  to  centraliza- 
tion. While  the  new^  conception  of  a  nevv-  school  is  in  progress  of  for- 
mation we  must  make  the  best  of  the  j  resent  situation.  Whatever  may 
be  the  organization,  equipment  or  skill  in  management,  good  teaching 
is  the  fundamental  source  from  which  the  product  of  our  schools  can 
be  judged.  The  rural  teacher-,  especially,  on  account  of  limited  time  and 
a  crowded  curriculum  should  have  a  clear-cut  knowledge  of  the  material 
he  teaches.  It  shall  be  one  of  the  chief  aims  of  the  department  to  .stress 
the  importance  of  scholastic  preparation,  a  professional  training  that 
relates  the  child  closely  to  the  teaching  process  and  of  making  the  county 
school  of  the  future  a  dynamic  force  in  the  community."     (.3) 

In  answer  to  the  questionnaire,  the  Director  of  County  Schools  says, 
"The  function  of  the  County  School  Department  is  to  train  teachers  for 
County  Schools  so  that  the  numerous  characteristic  difficulties  of  man- 
agement, administration  and  teaching  may  be  met  effectively;  to  adapt 
the  subject-matter  to  the  experience  of  country  children;  to  apply  know- 
ledge of  the  sociological  conditions  prevailing  in  country  sides;  to  assist 
country  folks  to  hold  their  own  against  artificial  attractions  of  town  and 
city  by  .supplying  factors  for  making  cointry  life  adequately  satisfying; 
and  finally  to  enrich  and  increase  the  sources  of  good  by  conserving  the 
life  blood  of  the  nation." 

—18— 


Functions  of  the  Industrial  High  School. 

In  the  Year  Book  the  statement  is  made  that  "The  primary  func- 
tion of  the  High  School  Department  is  to  train  that  group  of  teachers 
who  expect  to  enter  the  field  of  secondary  education."     (4) 

The  Principal  of  the  Secondary  school  has  given  the  following 
functions: 

\,  After  giving  the  functions  as  quoted  from  the  Year  Book  abovei 
the  instructor  continues:  The  way  in  which  this  purpose  is  realized  is 
best  expressed,  perhaps,  in  a  report  submitted  to  the  President  last 
.spring  and  approved  by  him.  *  *  * 

The  essential  features  of  the  report  are  incorpoi'ated  in  certain 
courses  of  study  which  are  found  in  last  year's  catalogue  (See  page 
62  and  63) 

The  Industrial  High  School  acts  also  as  a  feeder  for  Teachers  Col- 
lege. This  is  a  secondary,  though  important  function.  Last  year's  cata- 
logue contains  names  of  ninety-four  of  our  own  high  school  graduates 
who  were  resident  students  of  Teachers  College  during  the  three  winter 
quarters.  This  number  is  considerably  increased  by  non-resident  and 
summer  school  students. 

I  believe  that  our  ^igh  School  Department  meets  the  needs  of  the 
young  people  who  expev.'t  to  enter  the  profession  of  teaching  more  per" 
fectly  than  any  other  high  school  in  the  state.  The  growth  of  the  school 
is  rather  a  convincing  evidence  of  this  fact.  The  enrollment  in  1913-14 
was  156;  in  1916-17,  389.  The  latter  number  includes  the  summer  school 
students  but  does  not  count  any  student  twice.  The  enrollment  for  the 
winter  term  of  1917-18  is  thus  far  304.  If  the  summer  enrollment  should 
be  added  the  total  passes  substantially  beyond  the  400  mark. 

Instead  of  defining  the  function  of  the  secondary  training  school, 
the  departmental  teachers  responded  with  reference  to  the  field  in  which 
their  teaching  is  done.  Only  three  of  the  eight  so  much  as  mentioned 
the  training  of  teachers  as  a  function.  In  two  of  these  cases,  teacher 
training  was  mentioned  last  among  the  functions.  This  indicates  that 
the  training  of  teachers  is  not  considered  the  most  important  function  of 
the  secondary  school  by  the  secondary  teachers.  These  responses  in~ 
dicate  that  subject  matter  is  an  important  factor  in  Industrial  High 
School,  that  the  pupil  also  plays  an  important  part,  and  that  student- 
practice-teaching  is  given  a  subordinate  place.  Neither  a  "professional" 
consciousness,  nor  a  unified  consciousness  is  in  evidence  in  the  responses. 
There  is  little  in  the  above  returns  which  would  indicate  that  the  teachers 
realize  any  distinction  between  the  functions  of  a  Teachers  college  and 
of  a  Liberal  Arts  college. 

Functions  of  the  Elementary  Training  School 

The  printed  statem^Gnt  of  the  function  of  the  Elementary  Training 
School  is:  "The  training  school  has  three  functions  in  connection  with 
college  students  (1)  to  test  their  ability  to  teach  and  place  the  final 
stamp  of  approval  upon  their  college  course,  (2)  to  give  them  the  best 
modern  methods  of  teaching,  and  (3)  to  give  to  majcrs  in  the  kinder- 
garten, primary,  and  upper  grades  special  training  which  is  intended  to 
fit  them  for  special  woik  and  teaching  in  these  departments."     (5) 

The  functions,  as  presented  by  the  members  of  the  faculty  of  the 
elementary  training  school  follow: 

1.  The  function  of  the  Training  School  is  to  train  young  people  in 
the  art  of  teaching.  This  should  be  at  the  heart  of  the  institution.  I 
take  it  that  the  ultimate  aim  of  each  department  in  this  institution  is 
to  contribute  something  to  the  teaching  power  of  those  who  go  out  from 
its  portals. 

While  the  Training  School  constitutes  but  one  department  out  of 
many,  all  aiming  at  the  same  end,  it  holds  the  unique  position  of  being 
most  closely  related  to  each  department. 

—19— 


Some  departments  contribute  content  or  fubject  matter  in  their 
coui'sos.  Other  departments  contribute  methods  and  principles  of  teach- 
ing as  well  as  content. 

In  the  Training  School  content  and  children  are  brought  together 
under  the  direction  of  certain  methods  and  teaching  pr*:ciples  that  have 
been  accepted  by  the  host  educational  thinkers  of  the  day.  Here  both 
content  and  teaching  principles  are  judged  by  the  reaction  of  children. 

Here  standards  for  judging  classi'oom  instruction  should  be  worked 
out  and  applied. 

This  is  the  educational  laboratory  where  young  people  learn,  through 
practice,  the  art  of  teaching  children  how  to  study. 

2.  The  function  of  the  kindergarten  is  to  train  teachers  in  the 
principles  and  practices  of  the  Kindergarten,  to  give  primary  teachers  an 
understanding  of  the  work  of  the  Kindergarten,  and  to  demonstrate  the 
value  of  Kindergaiten  experience  for  children. 

3.  The  function  of  the  Primary  teacher  in  a  training  school  is  to 
prepare  primary  teachers. 

4.  The  function  of  the  Training  School  is  (1)  the  training  of  teach- 
ers, (2)  tho  seiA'ing  a.^  laboratory  for  trying  out  new  methods  and 
theories,  (3)  the  instruction  of  children. 

5.  The  function  of  the  Training  School  is  (1)  to  train  teachers,  (2) 
tu  reach  children,  (3)  to  lead  the  community  and  state  in  new  educational 
methods,  (4)  to  provide  a  laboratory  where  educational  experts  may 
experiment. 

6.  The  function  of  the  Training  School  is  (1)  to  build  up  and  main- 
tain an  advanced  twentieth  century  public  school,  modern  in  every 
respect  and  worthy  of  a  great  educational  clinic,  (2)  to  train  teachers 
for  the  elementary  schools  of  our  country. 

7.  The  function  of  a  training  school  it  appears  should  be  that  of  a 
leader  in  advanced  educational  thought  and  practice;  therefore,  its  pur- 
pose would  be  threefold:  (1)  An  experimental  school,  (2)  a  model  school, 
(3)  and  a  practice  school.  It  seems  then  that  the  chief  function  is  to 
test  theory  or  theories  of  the  most  modern  thinking  and  the  ability  to 
teach  with  sustained  effort  and  insight  on  the  part  of  college  students. 

8.  The  business  of  a  teachers'  college,  it  seems  to  me,  is  to  prepare 
teachers  of  high  ideals,  of  wide  knowledge  of  educational  problems  and 
progress,  and  of  keen  professional  interest  to  teach  v/ith  the  greatest 
possible  efficiency. 

The  function  of  a  training  school,  I  take  it,  is  (1)  to  give  practical 
training  for  such  efficiency  of  service;  (2)  to  raise  the  student's  stand- 
ards of  what  can  be  actually  accomplished  in  the  development  of  the 
child's  mind  and  character  in  an  up-to-date  school;  (3)  to  test  the  prac- 
ticability of  the  best  educational  theory.  An  ideal  training  school  is 
therefore  three  schools  in  one, — a  practice  school,  a  model  school  or 
school  for  observation,  and  an  experimental  school. 

9.  To  train  teachers  for  the  elementary  schools. 

TABLE  1. 

Summary  of  Functions  of  Training  School  as  stated  by  Elementary 
School  Faculty. 

Number  of 
FUNCTIONS 

1.  To  train  teachers 

2.  To  serve  as  an  educational  laboratory 
S.     To  serve  as  a  "model  school" 

4.  To  lead  county  and  .<tate  in  educational  methods;  to 

maintain  an  advanced  Twentieth  Century  public 
school 

5.  To  instruct  children 

—20— 


culty 

% 

8 

89 

5 

56 

2 

22 

2 

22 

1 

11 

It  will  be  noted  that  only  one  of  the  teacheis  mentions  'ae  function 
of  a  teachers'  colleg-e.  The  eight  other  teachers  may  or  may  not  have  a 
clear  conception  of  the  function  of  the  teachers'  college  of  which  they  are 
a  part. 

There  is  evidence  however,  that  these  elementary  training  school 
teachers  have  a  clearer  and  a  more  nearly  unified  conception  of  the 
function  of  their  unit,  than  do  the  teacher?  in  the  Industrial  High  School. 
The  fact  that  eight  of  the  nine  teachers  mention  as  a  function  of  the 
training  school,  "To  train  teachers";  and  that  in  the  case  cf  all  but  two, 
this  function  was  mentioned  first,  indicates  that  this  is  considered  the 
chief  aim.  Five  of  the  nins  teachers  are  agreed  that  the  traiiiing  school 
should  serve  as  a  "laboratory"  or  "an  experimental  school."  It  is  in- 
tended that  it  shall  be  a  laboratory  "for  trying  out  new  methods  and 
theories,"  "where  educational  experts  may  experiment,"  "to  test  the 
practicability  of  the  best  educational  theory."  Nothing  is  said  as  to 
whether  the  school  is  to  be  a  laboratory  for  the  training  teachers  and  the 
students  in  training  only,  or  for  all  other  members  of  the  faculty  as  well. 
Suffice  it  to  say  a  few  research  bulletins  have  been  worked  out  through 
experimentation  carried  on  in  the  training  school.     (6) 

The  County  School  Department*,  is  the  one  phase  of  teacher  training 
in  Colorado  State  Teachers  College  by  which  the  student  teacher  is  fur- 
nished actual  public  school  experience,  since  the^e  student- teacheis  do 
their  practice  teaching  in  rural  schools.  Student  teachers  in  the  Indus- 
trial High  School  and  the  elementary  training  school  have  no  opportunity 
to  practice  under  typical  public  school  conditions  unless  these  schools  are 
furnishing  this  oppoitunity. 

It  seems  that  the  authorities  who  determine  the  policies  of  the  train- 
ing facilities  of  Colorado  State  Teachers  College  (1917-18)  are  anxious 
that  the  organization  and  activities  be  changed  so  as  to  render  this 
"practice  teaching  under  typical  public  school  conditions"  possible  to  a 
much  greater  degree  than  is  possible  at  present.  One  other  point  of 
emphasis  as  to  function,also,  is  that  these  schools  shall  be  schools  for 
children. 

President  Crabbe  in  a  communication  to  the  principal  and  teachers 
of  the  elementary  training  school,  says,  "Its  function  is  to  produce  the 
finest  type  of  City  Public  School  PLUS  better  teachers;  a  better  cur- 
riculum which  is  to  be  definite  but  flexible;  a  better  daily  program,  de- 
finite but  flexible;  most  modern  methods;  modern  equipm.ent;  highest 
ideals;  immediate  advice  and  expert  council  with  College  Professors; 
rational  research  work  and  sane  experim.entation  that  may  be  without 
injury  to  pupils. 

"Ninety  per  cent  of  our  graduates  go  out  from  the  College  to  teach 
in  Public  Schools.    Our  business  is  to  prepare  them  for  this  life  work. 

"This  schcol  for  children  is  the  foundation  of  all  of  the  work  of  the 
Training  School  and  must  be  supreme  in  organization,  plans,  policy, 
method,  etc.  The  work  of  the  children  must  never  suffer  because  of 
the  work  in  observation  and  student  teaching."     (7) 

President  Crabbe  further  suggests  that  it  should  be  "A  School  of 
Observation  and  a  School  of  Practice,"  which  v\ill  be  discussed  under 
organization. 

It  would  seem  fitting  before  passing  from  the  statement  of  the 
functions  of  Training  School  to  sound  a  note  of  warning  to  administrat- 
ors vv'ho  would  make  these  training  schools  "typical  public  schools"  and 
"for  the  children." 

Certainly  one  is  justified  in  saying  that  any  Training  School  within 
a  Teachers  College  exists  primarily  for  the  Student  Teachers.  "The  plea 
of  the  traditional  Training  School  man  that  the  first  interest  to  secure 
in  a  Training  School,  is  that  of  the  children  is  in  the  final  analysis  only 
an  evasion  of  the  very  considerable  difficulties  of  securing  both  sets  of 
interests.  The  point  of  danger  is,  of  course,  that  too  much  teaching  of  chil- 
dren may  be  given  to  inexperienced  teachers.    It  is  quite  easy  to  exagger- 

—21  — 


ate  this  danger,  however;  because  taking  the  situation  by  and  large  (as 
we  should)  all  the  public  schools  are  largely  taught  by  inoxperienced 
teachers  and  mainly  by  not  very  well-trained  teachers,  and  always  witlt 
far  less  supervision  or  opportunity  to  profit  from  mistakes  than  is  the 
case  in  any  well-regulated  training  school.  If  we  are  to  stress  the  inter- 
ests of  children,  it  should  be  those  of  the  larger  group  of  children,  name- 
ly, the  public  school  children,  in  whose  interest  our  school  was  created. 

"The  general  type  of  school  that  should  be  established  will  neces- 
sarily be  one  not  modelled  upon  tho  public  schools.  The  reason  for 
creating  Teachers  Colleges  is  to  be  found  in  the  deficits  of  the  public 
schools.  Tlie  professional  studies  of  (conscious)  Teachers  Colleger,  are 
definitely  directed  to  changing  unsuccessful  public  school  procedures." 
(8) 

Then  a  Training  School  organized  as  a  "typical  public  school,"  yet 
operated  with  the  conscious  purpose  of  changing  "unsuccessful  public 
school  procedure"  presents  an  anomaly.  The  fact  )nust  not  be  over- 
looked, however,  that  onn  does  not  prepare  for  a  certain  type  of  activity 
and  then  engage  in  activity  of  a  totally  different  kind.  This  means  that 
there  must  be  some  ti'aining  of  the  teacher  who  is  to  go  into  the  public 
school,  for  that  public  school  experience.  It  means  further  that  the 
teacher  who  is  to  "be  able  to  cooperate  with  the  spirit  and  in  the  tech- 
nique of  modern  education"  will  probably  need  training  outside  the  tra- 
ditional public  school. 

Finally,  then  the  function  of  a  Teachers  College  is  to  insure  "ef- 
ficiency in  M'hat  must  be  done"  and  "to  guarantee  to  society  that  what 
most  needs  to  b*^  done  shall  not  be  omitted."  The  Training  Department 
of  a  Teachers  College  exists  primarily  for  the  student  teachers.  It  must, 
however,  haimonize  the  interests  of  the  student-teachers  with  the  in- 
terests of  the  children  to  be  taught  in  the  public  schools.  Its  faculty 
must  be  ever  mindful  of  the  functional  relations  of  the  Training  School 
to  the  Teachers  College.  This  may  be  brought  about  by  wise,  broad 
leadership  in  the  College  and  in  the  Training  School. 

(1)       Year  Book  &  Catalogue,  Colorado  State  Teathers  College,    Bulletin,   April, 

1917— Page  31. 
(2;       E.    D.    Randolph,    Professor    of    Sociology,    Chairman    of    General    Survey 

Committee   "Analytical   Outline   of   the  Essentials  of  Organization." 

(3)  Year    Book    and    Catalogue,     Colorado    State    Teachers    College — Bulletin 

April  1917. 

(4)  Year   Book   1917-18   Colorado    State   Teachers   College   Bulletin,    April    1917. 

(5)  Year    Book    and    Catalogue,    1917-18    Colorado      State      Teachers      College 

Bulletin,   April   1917,   P.   63 

(6)  1916— A  Study  In  Addition— 16  pages. 
1917 — Errors    in    English — 16    pages. 

The  experimental  work  on  two  other  studies — one  in   spelling  and  one 
in   reading — had   been   made  previous  to   the  time  of  this  survey. 

(7)  The  President's  Final   Opinion   of  the  Training  School   and   What  a  Great 

Training   School   Ought  to  Be. 

(8)  E.    D.    Randolph — Analytical    Outline    of    the    Essentials    of    Organization. 

(Unpublished   at  this  time). 


—22— 


III.     BARRIERS  TO  TRAINING  SCHOOL  EFFICIENCY. 

What  are  the  chief  barriers  to  realizing  your  department's  functions? 

In  answei'  to  this  question,  faculty  members  other  than  those  of  the 
elementary  T}-aining-  School  had  little  to  say.  Here  are  the  only  two 
references  to  the  training  department  made  by  members  of  the  faculty 
other  than  teachers  in  the  Rural  Department,  the  Industrial  High  School 
and  the  Elementary  Training-  School. 

"Student  teachers  are  'placed'  in  the  training  school  with  little  re- 
ference to  what  courses  they  have  taken  in  the  College." 

"Lack  of  appreciation  of  the  administrative  difficulties  involved  in 
dividing  the  work  of  a  teacher  between  high  school  and  college  work." 

Barriers  to  the  County  Schools  Department. 

The  Director  of  the  Department  of  County  Schools  gives  the  follow- 
ing "Bafriers  to  Realizing  Functions." 

1.  The  uncertainty  of  securing  and  holding  com^petent  teachers  for 
the  demonstration  schools. 

There  is  no  sufficient  reason  why  these  schools  should  not  be  placed 
approximately  upon  the  same  basis  in  point  of  salary,  expert  teaching 
and  direction'  as  the  training  school.  The  rural  population  of  the  state 
pays  its  proportionate  share  of  the  taxes  in  support  of  the  College  as 
compared  with  the  cities  and  is  entitled  to  tlie  same  consideration. 

The  maximum  salary  paid  to  Demonstration  school  teachers  at 
present  (1917-8)  is  $810.00  per  year,  and  the  minimum  is  $765.00.  The 
maximum  in  the  Training  school  is  $1800.00  per  year.  The  maximum 
in  cities  is  $900  to  $1000  per  year.  The  call  from  the  cities  is  an  at- 
traction to  our  best  Rural  Demonstration  teachers  to  leave  their  positions. 

Wlien  the  right  teacher  is  found,  she  should  be  started  with  a  mini- 
mum of  $1000.00  or  $1200.00  per  year.  The  district  of  course  would  pay 
the  major  portion  of  the  salary. 

Z.  Under  the  present  conditions  the  Director  of  County  Schools  has 
small  opportunity  to  organize  his  work  through  the  aid  of  County 
Superintendents  and  know  the  problems  first  hand  as  they  arise  in  rural 
communities.  Certain  courses  should  be  given  riore  frequently  during 
the  year  and  the  Director  should  be  relieved  when  occasion  demands  it, 
from  some  of  the  instruction  he  is  now  giving  so  that  he  may  answer  the 
calls  received  from  the  field. 

3.  Teachers  College  is  the  only  institution  in  the  state  that  prepares 
teachers  directly  for  work  in  the  rural  schools.  Only  36  teachers  can  be 
so  trained  with  ouj-  present  facilities.  Three  thousand  are  needed  in 
the  state.  The  rural  school  problem  can  only  be  solved  by  giving  teachers 
the  specific  training  necessary  to  meet  the  conditions  prevailing  in  the 
country. 

4.  The  head  of  the  department  should  be  given  such  freedom  and 
initiative  as  will  enable  him  to  carry  out  the  details  of  a  policy  inaugurat- 
ed with  the  end  in  view  of  holding  him  for  results.  (This  statement  and 
the  next  which  is  not  quoted  indicates  that  the  Director  thinks  he  has 
not  been  given  initiative  either  in  handling  the  department  or  in  spend- 
ing the  budget.) 

Barriers  to  Realizing  Function  of  Industrial  High  School. 

With  the  exception  of  the  principal,  the  teachers  in  the  Secondary 
Training  School  answered  the  question  largely  from  the  point  of  view  of 
departmental  teachers  of  English,  the  languages,  history,  etc.,  rather 
than  as  members  of  a  training  school.  Of  the  twenty-eight  barriers  re- 
corded by  the  members  of  the  faculty  of  Industrial  High  School,  thirteen 
or  over  forty-six  per  cent  were  strictly  departmental,  while  thirteen 
others   dealt  with   problems   of   inadequate   teaching   force,    rooms    and 

—23— 


equipment,  which  in  turn  may  have  been  given  with  a  view  to  the 
particular  department,  rather  than  teacher  training,  in  many  instances. 

The  principal  says: 

The  chief  barriers  are  lack  of  adequate  teaching  force  (especially 
men),  rooms  and  equipment. 

a.  Taking  these  defects  up  in  the  order  given,  I  would  say  that 
during  the  past  three  yeai-s  four  men  have  been  transferred  from  the 
high  school  to  the  college  faculty.  And  there  is  not  now,  excepting  only 
the  principal,  a  single  man  left  en  the  high  school  faculty.  It  is  clearly 
apparent  that  this  condition  should  not  obtain.  It  is  true,  however,  that  a 
number  of  high  school  classes  are  taught  by  men  who  are  in  the  college 
faculty  and  this  in  part  supplies  the  need  of  strong  masculine  influence 
essential  to  the  organization  and  development  of  an  efficient  high  school. 
The  addition  of  several  thoroughly  trained  men  to  our  faculty  would 
greatly  benefit  the  high  school. 

Turning  now  to  the  question  of  room.  Tlip,  high  school  department 
has  at  its  disposal  six  recitation  rooms,  an  office  and  a  chapel.  In  only 
one  of  the  rooms  can  a  large  class  be  accommodated  w'ithout  discomfort. 
If  it  were  not  for  the  fact  that  the  high  school  students  have  the  privi- 
lege of  using  the  college  laboratories,  and  the  additional  fact  that  when 
they  are  taught  by  the  college  faculty  the  recitation  is  usually  held  in 
college  rooms,  it  would  be  utterly  impossible  to  house  the  students  at 
present  in  the  high  school.  The  hip'h  school  has  just  the  same  room  that 
it  had  vv-hen  its  enrollment  was  100. 

Now  as  to  equipment,  it  is  perhaps  enough  to  say  that  only  one 
room  in  the  high  school  department  is  provided  with  comfortable  chairs. 
The  rest  are  furnished  with  folding  chairs,  (in  the  main).  The  situation 
which  has  been  described  under  this  heading,  the  faculty  has  endeavored 
to  bear  patiently,  realizing  that  a  better  day  was  coming  and  that  in  a 
few  years  the  question  of  room,  equipment  and  teaching  force  would  be 
more  commensurate  with  the  urgent  needs  of  a  growing  school.  We 
mention  these  merely  in  order  that  the  committee  may  understand  some 
of  the  difficulties  under  which  the  high  school  has  labored. 

Other  barriers  mentioned  which  have  to  do  more  or  less  with  the 
preparation  of  teachers  are: 

1.  Lack  of  practice  teachers. 

2.  Lack  of  time  for  consultation  with  practice  teachers. 

3.  Too  much  of  the  teacher's  time  is  taken  up  with  clerical  work 
oi'-tside  of  this  department,  such  as 

(a)  Making  out  and  mailing  the  monthly  grade  cards  for  high 
school  students. 

(b)  Checking  daily  chapel  attendance. 

(c)  Chairman  of  the  High  S:hool  Y.  W.  C.  A.  Advisory  Com- 
mittee. 

(d)  Treasurer  of  High  School  Loan  Fund. 

(e)  Faculty  Advisor. 

(f)  Miscellaneous    clerical    and    stenographic    woik    for    High 
School  office. 

TABLE  n. 

Barrier's  given  by  Industi'ial  High  School  Teachers. 

No 
Strictly  department  bai'riers 
Lack  of  Equipment 
Lack  of  Adequate  Teaching  Force 
Lack  of  Sufficient  Rooms 
Lack  of  Practice  Teachers 
No  time  for  Consultation  with  practice  teachers 

Total  number  of  barriers  28  100 

—24— 


barriers  \ 

7c  of  total 

13 

47 

7 

25 

3 

11— 

3 

11— 

1 

3— 

1 

3-H 

Barriers  to  Realizing  Functions  of  Elementary  Training  School. 

In  analyzinjj  the  responses  of  the  faculty  to  "the  chief  barriers,"  as 
was  the  case  with  regard  to  "the  functions  of  departments,"  one  finds 
that  the  teachers  in  the  elementai-y  training-  school  took  a  much  more 
professional  attitude  than  did  the  teachers  of  the  Industrial  High  School. 
The  former  g-roup  seems  to  realize  more  clearly  that  the  task  is  one 
of  training  teachers. 

In  order  to  show  the  nature  of  the  responses  of  the  training  school 
teachers  to  the  question  of  "chief  barriers,"  there  are  quoted  below  the 
responr-es  from  the  Director  and  two  of  the  teachers. 

1.  Lack  of  scientific  oiganization  of  the  Training  School  as  a  whole 
and  little  if  any  unification  of  effort.  Lack  of  room  and  equipment  for 
taking  care  of  the  present  number  of  student  teachers. 

2.  The  chief  bariiei's  to  lealizing  the  department's  function  are: 

a.  The    conditions    under   which   we    are    working. 

b.  Too  many  student  teachers. 

c.  The  lack  of  a  well-developed  system  cf  work. 

d.  Lack  of  a   systematic   plan  of  college   and  training  school 
courses  preceding  the  course  in  teaching. 

e.  Lack  of  a  definite  and  fully  developed  course  of  study  fol 
the  pupils  in  the  grades. 

f.  A  poorly  arranged  building  for  a  Training  School. 

3.  The  chief  barriers  to  the  accomplishments  of  these  functions  is 
the  magnitude  of  the  v.'oik  to  be  done  by  a  small  force.  Contributing 
factors  are  lack  of  room  and  proper  equipment. 

Those  in  authority  are  cognizant  cf  these  conditions  and  I  under- 
stand that  plans  are  now  being  made  to  change  them. 

As  things  are,  the  work  attendant  upon  realizing  any  one  of  these 
functions  v/ould  be  sufficient  to  enga^^e  the  time  and  energy  of  a  larger 
force  than  ours.  Model  teaching  demands  broad  knowledge  of  subject 
matter,  of  educational  principles,  of  up-to-date  methods,  and  of  the  needs 
of  pupils,  demands  which  have  provided  sufficient  work  for  a  large  corps 
of  teachers  in  Horace  Mann  and  the  Brooklyn  Training  SchooL  Super- 
vision with  its  attendant  conferences  is  sufficient  to  occupy  the  time  of 
one  person, — even  if  we  fall  far  short  of  spending  the  tv/o  hours  of 
thought  Dr.  McMurry  feels  is  required  before  we  offer  criticism  of  a 
lesson.  Time  will  forbid  that  much  oupt  rtunity  be  given  for  developing 
the  third  or  experimental  phase  of  our  function,  if  we  are  to  develop  the 
Training  School  into  a  typical  public  school  as  we  understand  is  now 
to  be  the  object  of  our  v>'ork. 

The  decision  to  make  the  Training  School  a  typical  public  school  in 
so  far  as  possible  removes  a  ban-ier  which  I  have  felt  very  keenly  this 
year,  namely,  a  lack  of  unity  in  the  work  because  of  the  uncertainty  in 
my  mind  as  to  the  character  of  the  work  which  would  be  approved.  This 
lack  of  unity  is  apparent  in  other  ways  which  the  Director  of  the  Train- 
ing School  is  attempting  to  adjust  gradually.  We  waste  time  for  the 
student-teachers  and  ourselves,  for  instance,  because  we  use  different 
plan  forms  in  different  grades.  There  is  a  lack  of  close  organization  in 
our  course  of  study  and  work  begun  in  one  grade  is  not  carried  on  in  the 
next  oftentimes.  Palmer  method  in  writing,  for  example  is  given  in  the 
College,  taught  in  one  grade,  and  dropped  in  the  next  at  the  will  of  the 
training-teacher.  This  condition  is  true  to  soma  extent,  at  least,  in  more 
important  subjects  in  the  curriculum,  notably  literature,  composition,  and 
grammar.  In  this  subject  not  only  do  methods  of  work  differ,  but  ideas 
regarding  the  purpose,  the  immediate  ends  to  be  obtained,  etc.,  will  be 
found  to  be  at  variance. 

Such  changes  as  are  necessaiy  to  better  such  conditions  will  of 
course  take  time  and  the  co-operation  of  both  Training  School  and  Col- 
lege Departments. 

It  is  too  early  for  me  to  say  what  part  the  new  program  and  changes 

—25— 


in  methods  of  trnining  the  students  for  teaching  will  ptay  in  realizing 
these  functions;  but  there  are  certain  barriers  to  its  successful  fulfill- 
ment under  present  conditions  which  may  be  eliminated  by  an  increased 
force  and  by  closer  co-operation  between  the  Training  School  and  Col- 
lege Departments,  as  I  understand  ft  to  be  the  case. 

The  advantages  of  wider  observation  of  the  presentation  of  work 
and  of  actual  teaching  experience  in  various  subjects  has  been  mentioned 
and  I  trust  I  shall  not  be  understood  as  being  in  opposition  to  the  plan 
becau.^e  I  mention  some  points  which  appear  to  be  disadvantageous  under 
present  conditions. 

a.  The  plan  calls  for  more  work  in  a  grade  than  can  be  done 
by  one  training  teacher  successfully.  Long  hours  are  necessitated 
when  a  teacher  is  asked  to  teach  half  of  the  time,  supervise  every 
recitation  by  a  student  teacher,  write  up  criticisms  of  any  worth, 
look  over  plans  and  hold  conferences  each  day. 

(b)  Only  a  small  number  of  students  can  be  supervised  under 
this  plan  as  a  supervisor  can  handle  only  two  teachers  during  a 
fifty  minute  period  and  even  then  the  one  supervising  the  children's 
study  must  go  unsupervised. 

(c)  The  grades  having  twenty-five  minute  periods  for  recita- 
tion must  require  more  than  one  college  period  of  .student's  time 
if  the  training  teacher  is  observed  regularly.  The  student  being 
requiied  to  teach  twenty-five  minutes,  supervise  twenty-five  minutes,, 
will  of  necessity  have  her  observation  and  conference  hours  fall  out- 
side of  one  period. 

(d)  The  presence  of  the  training  teacher  throughout  each  lesson 
given  by  the  student-teacher  takes  the  responsibility  of  the  disciplin- 
ing fi-om  the  student-teacher.  In  my  experience,  one  of  the  difficult 
things  to  accomplish  in  training  work  is  to  secure  a  sense  of  respon- 
sibility for  the  conduct  and  progress  of  the  class  on  the  part  of  the 
student-teacher.  The  question  ariSviS  in  my  mind  as  to  whether  thi.'? 
constant  supervision  will  not  increase  this  difficulty  and  will  not 
cause  a  lack  of  initiative  on  the  part  of  the  student-teacher.  Is  it 
possible  to  eliminate  altogether  the  trial  and  error  method?  Does 
not  failure  to  get  expected  results  sometimes  arouse  the  ingenuity 
of  the  individual  and  cause  quick  thinking  and  consequent  growth 
in  a  really  competent  girl?  This  I  know  is  a  dangerous  policy  or 
argument,  un'.e^s  it  be  limited,  but,  on  the  other  hand,  when  shall 
the  student-teacher  begin  to  walk  alone?  I  suppose  this  must  be 
answered  by  the  judgment  of  the  training-'.eacher  as  is  indicated 
by  Mr.  Hotchkiss's  "Directions  to  Critic  Teachers";  but  can  it  be  un- 
derstood that  when  a  teacher  is  thus  left  alone  for  a  period  that 
the  training-teacher  is  not  consideied  guilty  of  a  misdemeanor  by 
members  of  the  College  Faculty  ? 

(e)  The  "sliding-program"  does  not  consider  the  question  of 
fatigue  as  related  tu  the  presentation  of  school  subjects.  Is  this  a 
matter  worths  of  note?  Are  we  justified  in  giving  any  subject  at 
any  time  on  the  program? 

(f)  It  has  been  impossible  for  me  to  arrange  to  teach  stated 
days  for  the  student-teachers  without  violating  what  seemed  to  me 
to  be  the  best  interests  of  the  work.  If,  for  example,  I  decide  to 
teach  on  Tuesday  and  Thuisday  each  week,  I  often  find  that  it 
would  be  of  greatei-  advantage  to  the  teachei'  and  the  progress  of  the 
work  that  I  should  teach  at  another  time  as  the  woik  for  Monday 
may  need  to  be  conf-iued  by  drill  exeicises  or  in  some  other  form, 
and'  may  be  done  just  as  well  by  the  practice-teacher  while  the 
new  woik  for  Wednesday  may  present  difficulties  which  a  larger 
experience  may  be  able  to  meet  more  .'successfully.  The  plan  of 
having  certain  clas.^es  taught  throughout  the  term  by  the  training- 
teacher  cannot  be  used  in  my  room  as  it  would  leave  few  periods 
for  practice-work,  and  require  more  than  one  period  of  the  student's 

—26— 


time.  I  feel  that  it  would  be  unwise  to  drop  our  "special  work"  in 
order  that  moro  practice  periods  m^.y  be  provided,  as  that  would  be 
too  much  of  a  sacrifice  of  the  pupil's  intei-ects  for  the  sake  of  a 
program. 

(g)  The  unity  of  the  work  in  any  subject  must  be  preserved  if 
the  children  are  to  suffer  no  loss  in  this  kaleidioscopic  succession  of 
changes.  Here,  I  perceive  the  danger  of  being  foixed  to  return  to 
text  book  work  and  methods  unless  very  detailed,  topically-arranged 
courses  of  study  are  ready  to  place  in  the  hands  of  student-teachers. 
Changing  subjects  every  two  or  three  weeks,  a  training- teacher  finds 
it  impossible  to  acquaint  those  in  her  charge  with  the  necessary 
methods  of  wo)-k,  subject  matter  and  its  immediate  problems  for  the 
day,  and  anything  like  an  adequate  conception  of  the  v\'ork  as  a 
whole, — its  foundation  and  its  goal.  We  ai'e  very  materially  im- 
proving the  character  of  the  work  by  an  insistence  upon  activity  of 
the  pupils;  may  we  not  have  mental  activity  without  physical  de- 
monstration of  the  fact?  We  certainly  do  not  wish  to  lose  the 
thought  that  the  emotional  and  spiritual  nature  is  to  be  trained.  Is 
there  no  time  in  school  for  a  child  to  listen?  No  time  to  reach  out 
toward  the  things  beyond  his  own  powers  of  accomplishment? 

What  is  the  place  of  the  cultivation  of  appreciation  in  tliis 
scheme  of  'sliding  program,"  and  this  strong  emphasis  upon  "pupil 
activity"  ?  Shall  one  keep  always  the  daily  bread  of  one's  own 
handmaking,  nor  pause  to  smell  the  hyacinths  beyond  his  reach  ? 

TABLE  III. 

Summary  of  Barriers  as  Given  by  Elementary  Training  School  Teachers. 

(Total  Number  of  Teachers  9) 

Barriers  No.  of  Teachers 

1.  Too  heavy  load  6 

2.  Inadequate  rooms  and  equipment  4 

3.  Too  many  student  teachers  3 

4.  Indefinite  and  conflicting  instructions  2 

5.  No  time  for  study  2 

6.  Lack  of  organization  2 

7.  No  coordination  of  College  study  and  teaching  2 

8.  No  course  of  study  1 

9.  Lack  of  recognition  of  function  1 

10.  Two  years  time  inadequate  1 

11.  Over-emphasis  on  measurable  results  1 

12.  Inadeciuate  recognition  of  the  peculiar  conditions  existing      1 

There  are  real  barriers  to  the  development  of  the  Department  of 
County  Schools.  There  has  been  great  difficulty  in  securing  the  services 
of  competent  teachers  in  the  demonstration  schools  and  in  retaining 
them  for  any  considerable  length  of  time.  As  the  director  suggests, 
probably  an  increase  in.  salary  might  help  to  relieve  this  situation.  It 
would  seem  that  the  College  could  well  afford  to  develop  this  department 
to  a  much  larger  degree  than  it  is  being  developed  at  the  present  time. 
More  than  36  teachers  should  have  preparation  for  the  rural  schools  of 
Colorado  each  year,  when  3000  are  needed.  Of  course,  a  much  larger 
number  (245)  than  36  is  receiving  some  instruction  along  rural  lines 
in  the  institution.  But  in  order  to  be  of  greatest  service,  there  should  be 
at  least  one  assistant,  so  that  the  director  could  get  out  over  the  state 
and  meet  the  demands  in  the  field  more  dii'ectly  than  is  possible  at 
present. 

The  policy  of  promoting — if  such  it  may  be  called — teachers  from 
the  high  school  into  college  work,  is  detrimental  to  the  high  school 
faculty.  Ordinarily  there  should  be  some  difference  in  training  and  ex- 
perience of  the  two  classes,  and  persons  especially  valuable  as  high 
school  instructors  should  n  )t  be  changed  to  the  College,  and  it  goes  with- 

—27— 


out  saying  thr.t  teachers  in  the  high  school  wao  are  not  -iatisfactory 
should  not  be  promoted  to  college  positions.  In  fact  the  change  from 
the  high  school  to  the  college  should  not  be  consideied  a  promotion, 
necessaiily,  but  such  will  be  the  case  so  long  as  present  conditions — 
poorer  salaries,  and  much  less  preparation  for  high  'school  instructors 
(see  next  chapter) — exist. 

Without  doubt,  both  the  high  school  and  the  elementary  training 
school  are  seriously  handicapped  because  of  lack  of  room  and  equip- 
ment. This  is  particularly  true  with  regard  to  the  high  school.  Six 
recitation  rooms,  an  ofTice  and  a  small  assembly  room  are  indeed  close 
quartei-s  for  341  live  high  school  youngsters.  The  elementary  school 
with  thirteen  rooms,  offices,  and  a  good  assembly  room  on  the  first  and 
second  floors,  with  play  rooms  and  storage  rooms,  lockers,  etc.,  in  the 
basement,  is  furnished  with  much  better  facilities  for  its  347  pupils. 
Although  more  room  is  needed  and  the  arrangement  is  not  the  most 
•satisfactory  for  training  facilities,  many  teacher  training  institutions 
do  not  have  nearly  such  satisfactory  conditions.  When  the  west  wing 
of  the  training  school  building  is  completed,  both  the  high  school  and 
training  school  will  be  housed  in  this  one  building  comfortably.  This 
arrangement  will  be  much  more  satisfactory  for  both  the  high  school 
and  the  college  as  at  present  the  high  school  is  housed  in  the  Adminis- 
tration building,  where  the  offices  are  located  and  many  College  recita- 
tions take  place. 

Many  of  the  barriers  inentioned  by  the  Elementary  training  teach- 
ers will  be  discussed  in  detail  in  following  pages  in  connection  with 
organization,  administration,  and  supervision  of  teacher  training.  Fur- 
thermore the  last  teacher  ciuoted  on  "Barriers"  had  much  to  say  on  or- 
ganization which  the  reader  will  do  well  to  keep  in  mind  in  connection 
with  the  following  chapter. 


-  28  - 


IV.     ORGANIZATION. 

The  function  of  any  institution  should  determine,  largely,  its  equip- 
ment and  its  organization.  The  function  of  the  Training  School,  then, 
if  this  function  is  conscious  to  those  in  charge,  should  be  the  determining 
factor  in  its  equipment  and  organization.  Naturally  the  amount  of 
money  available  for  teacher-training  facilities,  must  be  taken  into  con- 
sideration; but  on  the  other  hand,  the  money  available  will  be  determined 
largely  by  the  function  of  the  training  school  as  realized  by  the  ad- 
ministration. 

Even  though  administrators  may  realize  the  proper  function  of  the 
training  school  and  have  unlimited  resources,  it  is  seldom  possible  to 
•secure  the  ideal  organization  advocated  by  leading  authorities  today. 
This  organization  calls  for  the  use  of  local  public  schools. 

Wilson  says  "The  m.ost  satisfactory  arrangement  for  training- 
school  purposes  is  probably  (1)  a  school  on  the  Normal  school 
grounds  and  completely  under  the  control  of  the  Normal  school  whei-e 
demonstration  teaching,  observation,  preliminary  participation  and  first 
practice  teaching  may  be  dene,  together  vdth  such  educational  experi- 
inentation  as  can  be  combined  with  these  activities;  this  (2)  supple- 
mented by  training  facilities  in  public  schools.  Either  one  without  the 
other  is  unsatisfa.tory.  In  schools  making  no  usj  of  public  schools  for 
training  pui'poses,  student-teachers  are  inadequately  prepared  to  meet 
the  school  room  conditions  of  the  public  schools  wliich  are  not  duplicated 
in  the  practice  school  organized  primarily  for  purposes  of  practice 
teaching."  (1) 

In  small  towns,  some  arrangement,  wheicby  all  the  local  public 
schools  may  be  available  for  training-school  purposes  under  the  direct 
control  of  the  training  department  of  the  Normal  school  is  probably 
most  satisfactory.  This  arrangement  is  followed  in  several  places.  (2) 
In  some  cases  the  schools  are  maintained  jointly  by  the  Normal  School 
and  the  local  community.  (3)  The  Director  of  the  training  school  (4)  or 
the  professor  of  education  (5)  may  be  made  city  superintendent  of  the 
schools. 

"In  larger  towns  and  cities,  the  training  school  may  well  be  a 
ward  or  district  school  of  the  public  school  system."     (6) 

It  is  interesting  to  note  that  "Of  seventy  five  schools  for  which  facts 
could  be  ascertained,  forty-two  have  practice  schools  established  and 
operated  wholly  under  Normal  School  authority;  nine  use  only  city  or 
village  schools  for  observation  and  practice;  twenty-four  have  practice 
or  m.odel  schools  under  the  control  of  the  Normal  School  and  also  use 
public  schools  under  cooperative  management  of  Normal  School  and 
local  authorities.  In  six  of  these  twenty-four  cases,  the  school  wholly 
controlled  by  the  Normal  School  is  used  as  a  school  for  observation  and 
for  demonstrational  teaching  with  but  little  student  teaching."      (7) 

Although  most  authorities  agree  that  the  use  of  at  least  a  part  of 
the  local  public  school  system  for  teacher  training  is  mutually  advan- 
tageous to  the  public  schools  and  the  teacher-training  institution  in- 
volved, it  is  evident  from  the  statement  above,  that  such  arrangement 
is  by  no  m^ans  common.  Sometimes  it  is  impossible  to  come  to  any 
agreement  and  often  if  it  is  not  possible  to  make  a  satisfactory  arrange- 
ment with  public  school  officials  for  the  use  of  the  schools  for  teacher 
training.  These  oflFicers  fail  to  realize  "that  student  teachers— will  have 
had,  before  doing  any  teaching  in  the  public  schools,  more  preparation  and 
experience  than  have  eight  out  of  ten  of  the  persons  who  now  enter  the 
teaching  profession  each  year";  "that  the  normal  school  will  supple- 
ment local  funds  available  for  teachers'  salaries"  and  thus  secure  "more 
expert  teachers  than   the  community  could  hope   otherwise  to   afford"; 

—29— 


**that  the  work  of  the  schools  will  be  supervised  with  a  care  which  the 
community  alone  could  not  provide  for."  (8) 

Sometimes,  too,  the  administrators  in  Teachers  Colleges  do  not  ap- 
preciate the  importance  of  makinp:  some  arrangement  with  the  public 
schools,  and  consequently  after  failing  to  win  the  support  of  the  com- 
munity at  first,  do  not  make  the  attempt  again. 

Colorado  State  Teachers  College,  so  far  as  can  be  learn.^d,  has  never 
made  an  attempt  to  secure  permission  to  use  the  public  schools  for  teach- 
er training.  For  years,  the  training  school  afforded  opnortunity  for 
practice  teaching  to  the  comparatively  small  number  of  teachers  demand- 
ing such  training.  Con- eduently,  all  training,  including  observation,  e.\- 
eept  that  in  preparation  for  the  rural  schools,  has  been  secured  in  the 
Elementary  training  srhool  and  the  Industrial  High  School,  both  wholly 
under  the  control  of  the  College. 

There  are  in  the  college,  then,  really  three  departments  for  teacher 
training,  the  Industrial  High  School  eni-olling  341  students,  the  Ele- 
mentary Training  School  with  an  enrollment  of  347,  and  the  Rural 
Demonstration  Schools  with  204  pupils.  Each  of  these  (1917-18)  are 
under  separate  principals,  known  as  Principal  of  the  High  School, 
Principal  or  Director  of  the  Elementary  School  and  Director  of  County 
Schools.  If  there  is  any  correlation  of  activities  of  these  Departments, 
it  is  not  planned  in  the  organization.  It  may  be  further  stated  in  this 
general  statement  of  organization  that  of  the  above  principals  and  direct- 
ors, only  the  Director  of  County  Schools  is  listed  as  a  member  of  the  De- 
partment of  Education  and  giving  courses  in  that  department.  During  the 
Summer  Quarter,  the  Director  of  the  Elementary  School  has  given  a 
course  in  the  Department  of  Education,  but  a  majority  of  the  courses 
have  been  given  under  the  head  "Training  School."   (8) 

The  Rural  Schools  Department 

The  Director  of  County  Schools  Administration  has  given  the  follow- 
ing outline  of  the  organization  of  the  Department  of  County  Schools: 
A.     Rural   Demonstration   Schools. 

1.  Four  one-teacher  country  schools  near  the  College  are  being 
used  very  successfully  for  training  teachers  for  rui'al  and  village 
schools. 

2.  There  is  a  teacher's  cottage  for  each  school,  built  upon  the 
grounds  and  furnished  by  the  school  district  at  a  total  cost  of  ap- 
proximately $1,200. 

3.  The  student-helper  spends  four  weeks  in  these  schools,  lives 
with  the  regular  teacher,  and  shares  the  expense  of  living.  The 
cost  to  her  is  $16  per  month.  Four  hours'  credit  is  given  for  this 
woik — a  total  of  120  hpurs'  work. 

4.  All  students  in  their  senior  year  who  anticipate  teaching 
in  the  country  are  required  to  take  their  first  term  of  practice  in  the 
Training  School  and  the  second  term  in  the  Demonstration  School. 
A  student  who  desires  to  specialize  in  rural  education  may  elect  a 
•second  term  in  the  Demonstration  School. 

5.  These  schools  have  been  in  operation  during  the  past  year 
and  a  half  and  have  provided,  each  year,  training  for  36  prospec- 
tive teachers  in  their  senior  year.  The  student-helper  is  to  act  as 
an  assistant  or  helper  to  the  regular  teacher  and  to  assume  such 
regular  duties  of  a  teacher  as  her  capabilities  warrant. 

6.  The  school  board,  employing  a  regular  teacher  for  a  demon- 
stration school  in  cooperation  with  the  College,  pays  a  minimum 
salary  of  $70  per  month,  for  nine  months.  At  this  time  none  of  the 
schools  pay  less  than  $75  per  month. 

7.  The  Teachers  College  supplements  this  salary  of  $70  per 
month  with  a  minimum  of  $10  per  month  for  nine  months  in  the 

—30— 


a 


year,  accorcang  to  the  necessities  of  the  individual  case.    One  teacher 
i«  now  lecoivmg  $15  per  month  from  the  College. 

8  The  Teachers  College  is  granted  in  view  cf  its  supplement- 
ing tlie  teacher's  salary,  the  privilege  of  using  these  country  schools 
for  observation  purposes  and  the  training  of  teachers  for  the  country 

schools  of  the  state.  .         >,  ,      ,  j         4.1  „ 

9  Supervision— The  Demonstration  bchocls  are  under  the 
direction  of  the  i-egular  teacher,  the  school  board,  the  county  super- 
intendent 0^  schools,  and  the  Department  of  County  Schools.  Ihe 
director  of  the  County  Schools  Department  assumes  direct  and  ac- 
tive supervision. 

10  The  Departments  of  Agriculture,  Manual  Training,  Music, 
and  Domestic  Science  are  giving  weekly  lessons  in  their  respective 
lines  in  these  ocbools  in  order  to  vitalize  and  motivate  the  usual  sub- 
jects taught.  ,  ,     r  ^  T    J  i.     -^ 

11  Student  teachers  are  rated  at  the  end  of  four  weeks  train- 
ing in  the  Demonstration  Schools  by  the  regular  teacher  and  the 
Director  of  County  Schools,  upon  the  following  general  points,  each 
having  from  six  to  eight  specific  ratings: 

a.  Phvsical  and  Native  Efficiency l^^'J  ""its. 

b.  Measure   of   Instruction   1/^'J    units. 

c.  Preparatory  Efficiency }^^  units. 

d.  Acquired  Efficiency   -—   H"   ^"i^^- 

The   rating   system  tends  to   intensify  effort  ana   encourage 

definiteness  01° purpose  and  aim  which  should  characterize  the  work 
of  the  rural  teacher  especially. 

B.  Colorado  Rural  Club: 

1.     Function —  ,  ,  ,. 

a.  To  further  the  interests  of  ■  present  and  prospective 
teachers  in  third  class  districts  of  Colorado.  .     ,,      ,.  , 

b.  To  develop  a  leadership  that  will  function  m  the  live-^  o.f 
children  and  parents  of  rural  communities, 

c  To  so  direct  the  club  activities  that  its  members  will 
be  capable  of  initiating  rural  social  progress  and  education 
through  the  sJiool,— to  the  end  that  country  life  may  be  maae 
adequately  satisfying. 

d.  To  keep  alive  the  intere.st  necessary  to  solve  a  mosw 
difficult  problem  in  a  comparatively  new  and  untried  field. 

C.  County   School  Exchange: 

1.     Function —  „   .,       ,         4.        ^. 

a      To   disseminate   the   activities   of   the   department  as  a 

new  field  of  endeavor.  ,   4.      1      „ 

b.  To  publish  short  articles  of  interest  to  rural  teachers 
which'  are  pertinent  to  this  line  of  work. 

c  To  kain  through  correspondence  with  county  super- 
intendents about  the  best  work  that  is  being  done  by  rural 
teachers  in  the  various  counties  and  to  receive  the  written 
account  of  this  work  for  publication. 

D.  Course  of  Study. 

1.     Description —  ,   ^     ,  ,         v  o  i. 

a.  Rural  Seminar   (Rural  School  Problems)  Z  hrs. 

b.  County  School  Methods  |  h^s. 

c.  Administration  of   Rural   and   Village    Schools  S   hrs. 

d.  Rural  Education  |  j^i'^- 

e.  Rural  Sociology  ..  o  i!^'^' 
t.  Rural  School  Curriculum  and  the  Community  6  hrs. 
g.  Observation  (1)  in  West  Side  School  4  hrs. 
h.'  Teaching  in  Rural  Demonstration  Schools  4  hrs. 
i.  Observation  (2)  in  Demonstration  Schools  1  hr. 
j.  Public   School  Subjects 

—31— 


E.     Faculty: 

1.     Director  of  County  schools — 

a.  Teaches  the  subjects  indicated  under  Course  of  Study — 
Enrolled  last  year,  245. 

b.  Miss  Salberg,  Ashton  School  38  pupils 

c.  Mrs.  Hunt,  Hazelton  School  48  pupils 

d.  Mis3  Riley,  Bracewell  School  62  pupils 

e.  Mrs.  Reynolds,  New  Liberty  School  56  pupils 

Industrial  High  School 

The  organization  of  the  Industrial  High  School  is  given  in  the  State 
High  School  of  Industrial  Arts  bulletin  in  the  following  words: 

"The  State  High  School  of  Industrial  Arts  is  organized  on  the  de- 
partmental plan. 

"Classes  are  grouped  in  such  a  way  that  intellectual  progress  is  not 
broken  when  a  given  subject  is  finished,  but  the  student  is  able  to  take 
up  another  subject  in  the  same  department  which  simjily  gives  another 
phase  of  tile  theme  contained  in  the  course  which  has  been  completed.  A 
student  is  thus  able  to  study  English  for  four  years,  and  realize  at  the 
end  of  that  time  that  every  course  taken  has  contributed  something  to 
the  gi'eat  central  purpose  of  giving  the  individual  a  mastery  of  the  Eng- 
lish language  and  literature." 

Following  this  there  are  four  other  paragraphs  on  the  "Depart- 
ment of  History,"  "the  tremendous  scientific  awakening,"  etc.,  one  of 
■which  follows: 

"'The  great  pedagogical  principle  of  unity,  which  is  illustrated  in  the 
pai'agraphs  preceding  this  one,  is  just  as  important  in  mathematics,  the 
languages,  and  vocational  subjects  as  in  English  and  history  and  science." 

"There  are  ten  distinct  courses  of  study  (curricula)  included  in  the 
curriculum  (program  of  studies)  of  the  State  School  of  Industrial  Arts 
They  are  as  follows: 

1.  Teachers'  Course. 

2.  Practical  Arts  Courses. 

(a)  Commercial  Course. 

(b)  Course  in  Home  Economics. 

(c)  Manual  Training  Course. 

(d)  Course   in  Agriculture. 

3.  Ungraded  School  for  Adults. 

4.  School  of  Reviews. 

5.  Extension  Course. 

6.  College  Preparatory  Course. 

7.  Short  Course. 

"In  order  that  those  who  are  interested  may  know  the  purpose  and 
content  of  each,  a  brief  description  of  these  courses  of  study  is  included 
in  this  b\illetin. 

"1.  Teachers'  Course. — The  function  of  Colorado  State  Teachers 
College  is  to  train  teachers.  Its  mission  is  to  train  teachers  for  every 
type  of  school — the  district  school,  the  city  school,  and  the  high  school. 
Its  duty  is  to  help  all  who  desire  to  teach. 

" Today  a  boy  or  girl   can  come   directly  from  the   eighth 

grade  to  the  Colorado  Teachers  College  and  enter  the  Teaching  Depart- 
ment of  the  State  High  School  of  Industrial  Arts.  This  is  a  course 
established  especially  for  those  who  are  planning  to  become  teachers." 

*' Students  need  the  larger  vision  and  the  deeper  insight  into  the 

principles  of  teaching  which  a  more  thorough  study  of  pedagogy,  psy- 
chology, sociology  and  biology  will  give  them.  Graduates  are  therefore 
■urged  to  remain  and  complete  the  two-year  college  course,  thus  securing 
both  the  more  thorough  preparation  and  a  Colorado  life  diploma."     (9) 

The  other  "Courses"  mentioned  above  are  described  in  a  similar  man- 

—32— 


ner  to  that  of  the  Teachers'  Course.  From  all  this  one  secures  little  on 
the  organization  of  the  school. 

Under  the  heading  "Faculty"  the  following  statement  is  made: 

"The  State  High  School  of  Industrial  Arts  is  organized  in  accord- 
ance with  the  Departmental  plan.  At  the  head  of  each  department  is  a 
man  or  woman  who  has  been  selected  because  of  special  fitness  for  the 
work  of  that  department.  The  fact  that  substantial  salaries  are  paid 
enables  the  Trustees  of  the  College  to  select  individuals  who  have  had 
unusual  training,  and  whose  success  has  been  demonstrated  in  other 
fields.  The  aim  of  those  whose  duty  it  is  to  select  members  of  the 
faculty  is  to  secure  as  departmental  heads  men  and  women  whose 
scholarship,  ideals,  and  devotion  to  duty,  will  make  for  the  highest 
degree  of  excellence  in  the  school."     (10) 

A  number  of  high  school  subjects — Advanced  Algebra,  Trigonometry, 
Physiography,  Biology,  Agriculture,  Physics,  Music,  Printing,  Mechanical 
Drawing,  Manual  Training,  Sewing,  Cooking,  and  Art — are  taught  by 
members  of  the  college  faculty. 

One  must  conclude  from  this  discussion  of  the  organization  of  the 
High  School  that  the  "secondary"  function,  namely,  "The  Industrial  High 
School  acts  as  a  feeder  for  Teachers  College"  rather  than  the  "primary" 
function  "to  train  that  group  of  teachers  who  expect  to  enter  the  field 
of  secondary  education"  is  most  emphasized  at  present. 

The  Elementary  Training  School  . 

The  principal  of  the  Elementary  Training  School  describes  the  or- 
ganization in  the  following  way: 
"The  organization  consists  of: 

1.  A  typical  elementary  school  system  composed  of  one  ele- 
mentary school  unit,  including  kindergarten  and  the  eight  secondary 
grades. 

2.  Nine  training  teachers. 

3.  The  heads  of  the  College  departments. 

4.  Director  of  the  Training  School. 

5.  President  of  the  College." 

There  is  also  a  student  assistant  for  each  training  teacher.  This 
assistant  is  usually  an  older,  more  experienced  student,  or  one  who  has 
shown  some  special  ability  in  teaching  in  the  grade  in  which  she  is 
assistant.  These  assistants  spend  two  hours  a  day  in  their  respective 
rooms. 

The  following  responses  from  other  members  of  the  Elementary 
Training  School  faculty  on  the  "organization"  give  additional  informa- 
tion thus: 

"In  most  of  the  grades  the  pupils  are  divided  into  two  sections,  the 
one  reciting  while  the  other  studies.  This  is  done  in  order  to  (1)  give 
the  critic  teacher  an  opportunity  to  do  part  of  the  teaching  while  the 
student  teacher  observes  this  teaching,  (2)  give  the  critic  teacher  an  op- 
portunity to  give  close  supervision  while  the  student  teacher  is  teaching.* 

"The  work  in  each  room  in  its  ideal  arrangement  aims  to  give 
each  student  practice  teaching  every  day;  observation  every  day;  critic- 
ism of  their  teaching,  and  conference  on  plans  eveiy  day.  This  pro- 
gram further  aims  to  enlarge  the  teaching  experience  by  changing  the 
subject  taught  by  each  teacher  from  four  to  five  times  during  a  Quarter; 
such  a  "sliding  program,"  as  it  is  called,  giving  a  student  an  opportunity 
for  observation  of  the  most  important  school  subjects  and  some  ideas 
regarding  the  presentation  of  the  same." 

Since  a  large  majority  of  the  teachers  trained  in  this  institution  re- 
ceive their  student-teaching  in  the  Elementary  Training  School,  a  more 
detailed  discussion  of  this  school  will  be  undertaken.     For  convenien(;e 

—53— 


the  topics  mentioned  abov3  by  the  principal  of  the  Elementary  School 
will  be  discussed,  but  in  reversed  order,  i.  e. 

(1)  The  President  of  the  College. 

(2)  The  Director  of  the  Tiaining  School. 

(3)  The  heads  of  the  College  departments. 

(4)  The  nine  training  teachers. 

(5)  The  school  itself — "a  typical  elementary  school." 

A.    The  President  of  the  College. 

The  President  of  the  College  should  be  especially  interested  in  the 
Training  School  when  he  considers  it  "the  very  heart  of  the  institution." 
President  Crabbe  has  taken  a  keen  interest  in  the  organization  and 
policies  of  the  teacher  training  agencies  in  Colorado  State  Teachers 
College.  He  has  made  an  effort  to  impress  his  faculty  with  the  idea 
that  the  training  school  is  the  "heart  of  the  institution"  and  that  "with- 
out it  there  can  be  no  real  satisfactory  training  of  teachers."  In  a 
number  of  faculty  meetings  the  proper  place  of  the  training  school  in 
the  college  has  been  discussed. 

The  following  communication  on  "What  a  Great  Training  School 
Ought  To  Be"  gives  the  President's  idea  of  an  ideal  organization  for  a 
"great  training  school." 

A  SUGGESTED  ORGANIZATION  FOR  A  TRAINING  SCHOOL 

a.  A  school  for  children,  covering  all  gi-ades  from  Kindergarten  to 
and  including  high  school.  Its  function  is  to  produce  the  finest  type 
of  City  Public  School 

PLUS 
better  teachers;  a  better  curriculum  which  is  to  be  definite  but  flexible; 
a  better  daily  program,  definite  but  flexible;  most  modern  methods: 
modern  equipment;  highest  ideals;  immediate  advice  and  expert  counsel 
with  College  Professors;  rational  research  work  and  sane  experimenta- 
tion that  may  be  without  injury  to  pupils. 

Nmety  per  cent  of  our  graduates  go  out  from  the  College  to  teach 
in  Public  Schools.     Our  Business  is  to  prepare  them  for  this  life  work. 

This  school  for  children  is  the  foundation  of  all  of  the  work  of  the 
Training  School  and  must  be  supreme  in  organization,  plans,  policy, 
method,  etc.  The  other  departments  of  tie  Training  School  must  be 
subordinate  to  this  department.  The  work  of  the  children  must  never 
suffer  because  of  the  work  in  observation  and  student-teaching.  This 
does  not  mean  that  the  work  in  observation  and  student-teaching  needs 
to  be  inferior.  Rather,  if  the  regular  work  with  the  children  be  superior, 
the  work  of  the  other  departments  of  the  school  will  be  superior. 

b.  A  School  of  Observation, 

1.  A  term  of  observation  of  expert  teaching  done  by  the  regu- 
lar training  teacher  should  1oe  required  of  all  students  during  their 
first  year  in  College.. 

2.  Two  more  terms  of  observation  of  expert  teaching  done  by 
the  regular  training  teacher  should  be  requiied  in  the  second  year 
of  the  College,  in  connection  with  the  students'  practice  teaching. 

c.  A  School  of  Practice. 

1.  Certain  professional  (education)  subjects  should  be  demand- 
ed as  a  prerequisite  to  student-teaching. 

2.  A  Methods  Course  to  be  selected  by  student  and  Director 
of  the  Training  School  should  be  required  of  all  student-teachers. 

3.  Two  terms  of  student-teaching  should  be  required  in  the 
second  year  of  the  College. 

Remarks 

a.  A  definite  yet  flexible  daily  program  for  each  grade  must 
be  followed,  particularly  noting  educational  values.    A  sliding  pro- 

—34— 


^am  is  desirable  in  order  to  accommodate  'students  in  classes  of 
observation. 

b.  A  definite  yet  flexible  daily  program  of  observation  and 
student-teaching  for  each  student-teacher  must  be  followed. 

c.  In  general,  about  50  per  cent  of  all  teaching  should  be  done 
by  the  regular  training  teacher  for  two  special  reasons: 

1.  To  give  observers  an  opportunity  to  see  only  expert 
teaching. 

2,  To  keep  the  children's  regular  work  up  to  standard. 

d.  Only  a  limited  number  of  student-teachers  can  be  accom- 
modated in  each  grade.  This  number  is  largely  fixed  by  the  school 
program  as  noted  in  (a)  above  and  the  remark  noted  in  (c)  above. 

e.  Student- teachers  should  teach  more  than  a  single  subject — 
preferably  three  or  four  subjects;  these  subjects  should  be  enlarged 
to  cover  the  entire  curriculum  when  feasible  and  practicable. 

B.  The  Director  of  the  Training  School. 

In  this  same  communication  the  President  says,  "The  Director  of  the 
Training  School  should  be  the  biggest  man  among  the  members  of  the 
Faculty  in  scholarly  attainments,  experience,  tact,  and  character." 

The  importance  of  adequate  preparation  and  of  a  long  tenure  of  of- 
fice for  the  Director  of  the  Training  School  can  hardly  be  overemphasiz- 
ed. Judd  and  Parker  have  emphasized  qualifications  and  tenure  of  office 
in  the  following  words:  "The  director  of  the  training  school  is  the  most 
important  officer  in  the  normal  school  excepting  the  president.  He 
should  be  thoroughly  informed  concerning  all  phases  of  elementary 
school  work — that  is,  he  should  be  able  to  make  a  good  detailed  course 
of  study  for  all  subjects  in  all  grades  and  should  have  a  good  critical 
judgment  in  the  choice  of  methods.  He  'should  have  broad  training  in 
education  and  be  qualified  to  teach  most  of  the  courses  in  the  depart- 
ment of  education.  He  should  have  unusual  administrative  ability,  in- 
cluding both  force  and  tact,  in  order  that  he  might  ably  assist  the 
president  in  securing  efficient  cooperation  by  all  members  of  the  faculty 
in  training  prospective  teachers  for  the  real  concrete  detailed  tasks 
which  they  will  undertake  when  they  besrin  to  teach. 

"If  he  is  such  a  competent  person  as  here  described,  he  should  be 
given  full  charge  of  the  training  school  and  of  the  department  of  educa- 
tion (including  psychology),  subject  only  to  the  supervision  of  the 
president.  In  view  of  the  importance  of  his  position,  if  he  is  thorough- 
ly competent  every  effort  should  be  made  to  keep  him  for  many  years 
of  service. 

"Hence  his  salary  may  justly  be  50  per  cent  larger  than  that  of 
any  other  instructor  in  the  faculty,  since  the  loss  of  a  competent  de- 
partmental teacher  is  not  one-tenth  as  serious  in  the  continuous  efficient 
conduct  of  the  training  of  teachers  in  the  normal  school  as  the  loss  of  a 
competent  director  of  the  training  school."     (11) 

During  the  present  administration  an  effort  has  been  made  to  secure 
the  services  of  such  an  expert  as  is  described  above  for  the  position  of 
Training  School  Director.  The  salary  of  the  Director  of  the  Training 
School  is  as  large  as  that  of  any  other  member  of  the  faculty  (1917-18) 
and  is  equalled  only  by  the  salaries  of  two  deans.  The  difficulty  in  this  in- 
stitution is  that  the  qualifications  for  this  office  are  so  high  and  the 
available  funds  so  limited  that  it  is  a  difficult  task  to  retain  for  any 
considerable  length  of  time  the  men  secured.  Consequently,  the  direc- 
tors have  had  difficulty  in  securing  the  wholehearted  support  of  the 
training  school  faculty;  and  it  has  been  o  much  greater  problem  to  se- 
cure the  hearty  cooperation  of  other  members  of  the  faculty. 

—35— 


C.    Heads  of  Departments  and  Faculty  Cooperation. 

To  what  extent  do  the  activities  of  your  department  cooperate  with 
the  activities  of  other  departments?  To  what  extent  should  they  be  co- 
operative? 

Authorities  on  teacher  training  have  said  that  "normal  school  teach- 
ers may  properly  be  expected  to  participate  in  some  very  active  way  in 
the  work  of  the  training  department,"  (12)  and  that  there  is  great  need 
for  close  cooperation  of  "all  the  work  of  the  normal  school  with  the 
training  school."  (13)  Still  one  finds  in  these  same  writings,  "many 
difficulties  in  the  way,"  "each  individual  supervisor  is  essentially  a  law 
unto  himself,"  "the  general  lack  of  cooperation,"  etc.  Only  three  of  the 
forty-six  officers  from  whom  Wilson  had  replies,  seemed  to  think  the 
problem  of  cooperation  had  been  satisfactorily  solved  in  their  institu- 
tions and  these  three  were  probably  fooling  themselves. 

There  are  doubtless  numerous  good  reasons  why  the  Training  School 
should  be  made  the  "pivot"  of  a  teacher  training  institution;  but  there 
are  also  some  causes  for  the  lack  of  such  an  attitude  on  the  part  of 
members  of  the  regular  faculty.  The  unequal  pay  of  the  training  school 
faculty  and  that  of  the  regular  normal  school  is  naturally  a  deep  gulf 
to  cooperation.  Often  the  experience  .•:nd  lack  of  training  on  the  part 
of  the  faculty  of 'the  training  school  and  the  training  and  lack  of  exper- 
ience perhaps  on  the  part  of  the  regular  faculty,  causes  further  friction. 
Sometimes  the  practitioner  finds  that  theories  are  being  taught  which 
do  not  harmonize  with  her  beliefs;  and  often  those  teaching  the  theoi'ies 
have  no  confidence  in  the  theories  and  practices  of  the  training  teachers. 

Certainly  the  blame  for  lack  of  cooperation  cannot  be  easily  placed 
on  one  or  on  a  few  individuals;  but  surely  a  large  part  of  the  blame  can 
be  placed  upon  the  individuals  who  have  to  do  with  the  organization  of 
the  training  school.  One  ordinarily  visits  a  home  after  the  host  or 
hostess  has  visited  him;  persons  call  on  others  after  they  have  been 
called  upon  or  invited  to  call.  It  seems  that,  so  long  as  the  organization 
remains  as  it  is  at  present,  the  first  step  toward  cooperation  should 
come  by  call  or  invitation  from  the  training  school  faculty.  The  organiz- 
ation, probably  should  be  changed,  however. 

"The  desired  interlinking  of  all  normal  school  departments  with  the 
training  school  is  certainly  not  to  be  realized  by  turning  over  the  prac- 
tice teaching  to  the  control  either  of  the  general  normal  school  faculty  or 
of  a  committee  repi'esenting  the  various  academic  departments.  The 
supervisory  staff,  (however),  should  include  many,  if  not  most  ,of  the 
members  of  the  so-called  academic  departments,  and  the  entire  group 
(which  includes  the  director  of  the  Training  School,  an  expert  admin- 
istrator, and  a  body  of  'carefully  selected  and  specifically  trained  crit- 
ics') should  form  what  might  be  termed  a  training-school  'cabinet.'  This 
body  should  legislate  upon  all  matters  concerning  the  organization  of  the 
training  school  curriculum  and  questions  of  educational  policy;  the 
superintendent  or  director,  as  the  officer  in  whom  administrative  respon- 
sibility is  lodged,  should  have  authority  to  make  decisions  upon  all 
matters  of  administration,  with  the  provision  that  any  member  of  the 
cabinet  may  appeal  from  his  decisions  to  a  higher  administi-ative  au- 
thority. 

" The  chief  difficulty  in  carrying  out  this  plan  under  present 

conditions  is  serious  but  not  insurmountable.  It  would  require  that  ap- 
pointments to  all  important  positions  in  academic  departments  be  limited 
to  persons  who  are  qualified  by  personality,  experience,  and  training  to 
participate  in  the  responsibilities  that  it  is  proposed  to  delegate  to  the 
members  of  the  practice  school  cabinet.  It  would  mean  in  other  words, 
that  there  would  be  but  a  very  subordinate  place  in  the  normal  school 
organization,  or  none  at  all,  for  the  teacher  who  is  merely  a  specialist 
in  subject  matter. 

—36— 


"Needless  to  say  the  relationship  between  the  department  of  educa- 
tif..  and  the  training  department  should  be  particularly  close  and  in- 
timate, and  to  this  end  it  is  advisable,  we  believe,  to  combine  the  head- 
ship of  the  department  of  education  and  the  directorship  of  the  training 
department  in  one  and  the  same  person.  The  other  members  of  the 
staff  in  education  should  also  have  definite  responsibilities  in  the  ad- 
ministration and  supervision  of  the  training-  school  to  the  end  that  every 
class  in  educational  theory  may  be  in  charge  of  a  teacher  who  is  in 
daily  touch  with  the  actual  problems  of  teaching  and  management  in 
an  elementary  or  a  secondary  school."     (14) 

Some  authors  advocate  that  members  of  the  normal  school  faculty 
should  "teach  children  daily  for  at  least  a  good  pai-t  of  each  year,"  and 
that  "members  of  the  training  school  staff  should  take  part  in  the 
teaching  of  normal  school  classes."     (15) 

Wilson  (16)  had  returns  from  forty- three  schools  in  twenty-six 
different  states  on  types  of  cooperation  between  Noimal  departments 
and  training  departments.  Here  is  a  summary  of  these  types  in  the 
forty-three  schools: 

Schools  so 
reporting 

1.  Training  School  staff  part  of  general  normal  school  faculty 

for  all  pui'poses  23 

2.  Training   school   supervisors,  but  not   room  teachei-s,  part 

of  normal  school  faculty  for  all  purposes  5 

3.  Entire  training  school  staff  part  of  normal  school  faculty 

only  for  consideration  of  matters  of  training  school  policy      3 

4.  Head  of  training  department  gives  courses  in  department 

of  education  35 

5.  Principal  of  training  school  (a  separate  person  from  direct- 

or of  training)   teaches  classes  in  normal  school  4 

6.  Normal  school  teachers  supervise  practice  8 

7.  Normal  school  teachers  determine  methods  to  be  used  in 

various  subjects  in  training  school  2 

8.  Normal  school  teachers  act  as  advisors  to  training  school 

staff  in  some  definite  way  4 

9.  Normal   school   teachers  make   course   of  study  for  train- 

ing school,  in  whole  or  in  part  7 

10.  Normal  school  teachers  teach  demonstration  lessons  6 

11.  Normal  school  teachers  of  drawing,  manual  arts,  domestic 

science  and  art,  and  physical  education  teach  their  sub- 
jects in  training  school  also  19 

12.  Normal  school  teachers  of  other  than  special  subjects  men- 

tioned above  give  instruction  in  training  school  7 

13.  Critic  teachers  give  courses  in  normal  school  during  regular 

terms  15 

14.  Critic  teachers  give  courses  in  normal  school  in  summer 

session  6 

15.  Standard   tests  are   given  in  training  school  by  members 

of  normal  school  faculty  5 

16.  Normal  school  teachers  and  critic  teachers  give  joint 

courses  in  observation  11 

17.  Teachers   in   normal    school   and   training   school   visit   one 

another's  classes  systematically  3 

18.  Normal   school   instructors  hold  conferences  with  training 

school  staff  upon  invitation  2 

There  is  a  vast  difference  of  opinion  among  educators  as  to  what 
extent  the  above  types  of  cooperation  should  or  might  be  carried  out. 
One  believes  that  teachers  in  normal  departments  should  teach  children 
"daily  for  all  or  at  least  for  a  good  part  of  each  year"  and  that  "Heads 
of  departments  should  be  supervisors  in  fact  of  their  subjects  in  the 

—37— 

16058? 


training  school"  while  another  says  "this  was  found  impossible  and  it 
was  urged  tnat  special  competent  critic  teachers  be  employed  for  super- 
vision and  criticism."  In  Platteville,  Wisconsin,  regular  teachers  of 
arithmetic,  geography,  English  and  history  in  the  Normal  School  known 
as,  "Consulting  Supervisors,"  are  assigned  one  hour  a  day  to  the  train- 
ing school.  These  special  supervisors  visit  classes,  talk  and  confer  with 
student  teachers,  conduct  model  lessons  and  the  like.     (17) 

Although  one  finds  in  Colorado  State  Teachers  College  the  types 
of  cooperation  as  represented  in  numbers  1,  4,  5,  6,  7,  9,  11,  13,  14,  15,  18, 
above,  still  there  is  much  to  be  done  along  this  line.  In  fact  as  has  been 
sho\vn  elsewhere,  "inter-departmental  cooperation  is  mainly  incidental 
or  accidental."     (38) 

Four  College  departments  mention  cooperative  relations  with  the 
training  schools.  One  department  mentions  observation  of  Training 
School  work  as  a  privilege  granted  by  the  Training  School.  Three  other 
College  departments  mention  their  willingness  to  cooperate  with  the 
training  schools, — in  terms,  however,  that  suggest  doubt  of  welcome, 
should  they  proffer  their  services.  One  department  describes  past  co- 
operation which  the  "new  organization  of  practice  teaching  renders 
impossible,"  but  looks  toward  giving  aid  in  inaking  courses  of  study  for 
the  Elementary  School.  One  remarks  regretfully  that  there  are  no  rela- 
tions with  the  Training  School  except  in  way  of  making  suggestions  on 
the  course  of  study. 

Even  less  was  said  by  Training  School  teaciiers  than  by  members  of 
the  College  faculty  concerning  cooperation.  Only  one  of  the  teachers 
in  the  secondary  school  seems  to  appreciate  the  possible  inter-relations 
of  her  department  and  other  depailments.  This  appreciation,  too,  seems 
to  have  come  quite  suddenly,  probably  after  receiving  the  questionnaire. 
In  an  "N.  B."  this  teacher  says,  "I  wish  to  state  very  humbly  that  I 
realize  the  efficacy  of  more  earnest  cooperation  which  can  come  only 
through  a  clear  vision,  on  my  part,  of  the  aim.s  and  methods  of  other 
departments." 

The  Elementary  School  teachers  have  less  to  report  on  this  topic 
than  on  any  other.  It  seems  probable  that  theirs  is  too  full,  crowded, 
and  hurried  an  existence  to  make  it  possible  for  them  to  seek  coopera- 
tion. In  replying,  one  teacher  mentions  three  members  of  the  faculty 
by  name  Vv'ho  "show  great  interest  in"  and  gave  "unlimited  time  and 
energy"  to  some  special  enterprise  of  that  grade.  Three  other  depart- 
ments were  mentioned  as  having  "rendered  valuable  assistance." 

The  Director  of  the  Training  School  has  shown  by  the  following 
communication  that  he  desires  the  cooperation  of  other  members  of  the 
faculty.  Furthermore  he  called  three  meetings  to  which  certain  members 
of  the  faculty  were  invited  to  meet  with  him  and  his  teachers  to  discuss 
problems  especially  vital  to  the  Training  School.  The  effort  was  dis- 
continued after  the  first  three  meetings  because  it  was  found  impos- 
sible to  agree  on  certain  fundamental  principles. 

The  following  letter  shows  the  attempt  made  by  the  Director  to 
secure  cooperation: 

THE  RELATION  OF  TRAINING  SCHOOL  AND  COLLEGE 
Preliminary  Suggestions  by  Director  of  Training  School. 

We  desire  to  provide  for  the  closest  possible  cooperation  between  the  various 
departments  of  the  College  and  the  Training-  School.  This  can  best  be  done 
through  one  common  clearing  house  and  the  logical  person  to  assume  this  re- 
sponsibility is  the  Director  of  the  Training  School.  With  this  end  In  view  I 
feel  that  it  is  my  place  to  take  the  initiative  in  asking  for  a  conference  with 
the  heads  of  the  various  departments  of  the  institution. 

In  my  judgment  there  is  urgent  need  for  a  reorganization  of  the  curriculum 
for  the  Training  School  and  I  am  certain   that  the  heads   of  the  departments 

—88— 


«an  r«nder  valuable  assistance  In  making  courses  of  study  In  the  various  sub- 
jects, which  will  meet  the  aims  of  the  TralniHg'  School. 

Since  class  room  instruction  and  the  curriculum  aim  at  the  same  result, 
the  same  standards  used  for  judging  the  one  should  be  used  for  judging  the 
other.  This  calls  for  the  very  closest  cooperation  between  the  Training  School 
And  the  heads  of  the  various  departments  in  the  making  of  a  new  curriculum. 

In   taking  up  this  problem  I  suggest  the  following  order  of  procedure: 

1.  The  Director  of  the  Training  School  to  take  the  initiative  in  calling? 
on  Heads  of  Departments   for  assistance. 

2.  The  Director  of  the  Training  School  to  give  to  Heads  of  Depart- 
ments a  clear  conception  of  standards  to  be  observed  in  class  room  instruc- 
tion in  the  Training  School  as  a  guide  for  the  making  of  the  curriculum.. 
The  curriculum  to  be  the  joint  efforts  of  the  Head  of  the  Training  School 
and  Heads  of  Departments. 

3.  The  Director  of  the  Training  School  to  assume  the  responsibility  of 
organizing  and  supervising  the  teaching  force  in  the  Training  School  so 
as   to   put  into   operation    the   curriculum. 

4.  The  Director  of  the  Training  School  to  keep  heads  of  Departments 
informed  from  time  to  time  as  to  the  progress  of  their  respective  subjects. 

5.  While  the  Director  of  the  Training  School  and  the  Heads  of  Depart- 
ments may  call  upon  their  respective  subordinates  for  their  judgment  and 
assistance,  the  final  and  ultimate  responsibility  shall  rest  jointly  with  the 
Head  of  the   Training  School   and   the   Heads   of  the  Departments. 

We  also  desire  that  the  Training  School  be  used  by  the  various  departments 
Of  the  college  as  an  Educational  Laboratory  provided  the  best  interests  of 
the  children  and  student  teachers  be  observed.  To  this  end  we  invite  any  de- 
partment of  the  institution  which  wishes  to  make  an  experimental  study  of  an 
educational  problem,  to  present  to  the  Director  of  the  Training  School  a  defin- 
ite statement  of  the  proposed  problem  with  plans  for  carrying  the  work  forward. 

In  any  organization  where  so  many  different  departments  are  represented, 
there  is  danger  that  no  one  will  assume  the  responsibility  for  unifying  the  work 
as  a  whole.  I  believe  this  is  one  of  the  most  important  duties  of  the  Director 
of  the  Training  School.  In  order  to  do  this  most  effectively  he  should  have  a 
hand  in  the  making  of  the  curriculum  as  well  as  in  supervising  the  class  room 
instruction  where  the  subject  matter  of  the  course  of  study  is  presented  to  the 
children. 

Approved  by  the  President. 

Even  though  most  of  the  inter-departmental  cooperation  is  "mainly 
incidental  or  accidental,"  and  though  comparatively  little  was  said  con- 
cerning cooperation  between  the  Training  School  and  other  college  de- 
partments, the  fact  remains  that  eleven  of  the  eighteen  types  of  coopera- 
tion given  by  Wiloon  are  found  in  Colorado  State  Teachers  College. 

1.  The  entire  Training  School  staff  has  always  been  a  part  of  the 
general  normal  school  faculty  for  all  purposes.  Training  school  teachers 
are  given  as  much  consideration  as  any  members  of  the  faculty  in  dis- 
cussion or  voting.     (19) 

4.  Although,  as  has  been  indicated  before,  there  is  no  Head  of 
teacher  training  but  three  principals  or  directors,  each  of  these  have 
been  scheduled  for  some  course  or  courses  in  the  department  of  education. 

5.  Training  Teachers  have  always  given  courses  in  the  College. 
Many  of  these  have  been  scheduled  under  separate  departments  of  the 
Elementary  Training  School,  High  School,  and  County  Schools.  Here  are 
the  courses  offered  for  the  year  1917-18. 

A.  Appearing  in  the  Year  Book  under  the  caption  "Industrial  High 
School." 

Courses  Primarily  Senior  College 

103.  Student  Teaching  in  the  High  School — Required  of  students 
preparing  to  be  high  school  teachers.  Four  hours.  Every 
Quarter. 

—39— 


105.  Principles  of  High  School  Teaching.     Four  hours. 

107.     Advanced  Course  in  High  School  Student  Teaching.    Four  hrs. 
^09.     High   School   Supervision.     Hours  to  be  arranged. 

B.  The  Elementary  Training   School 

Courses  Primarily  Junior  College. 

1.  Observation    and    Methods.      Required    of   all    Junior    College 

studorts.     Four  hours. 

2.  Teaching  in  the  Elementary  School.     Required  of  all  Junior 

College  students.     Four  hours. 

3.  Elementary  School  Supei'vision.     Hours  as  arranged  with  the 

training  department. 

5.  Primary  Methods.     Required  of  students  specializing  in  prim- 

ary work.     Four  hours. 

6.  Primary  Methods.     Four  hours. 

7.  Third  and  Fourth  Grade  Methods.    Four  hours. 

8.  Fifth  and  Sixth  Grade  Methods.     Three  hours. 

9.  Grammar  Grade  Methods.     Three  hours. 

14.     Construction  work  for   Grades.     Four  hours. 

31.  Literature  and  Story  Telling  in  the  Kindergai*ten  and  Primary 

Grades.    Three  hours. 

32.  Construction  in  the  Kindergarten  and  Primary  Grades.     Four 

hours. 

33.  Plays  and  Games  for  Kindergarten  and     Primary     Children. 

Three  hours. 
37.     The  Kindergarten  Program.     Four  hours. 
39.     The  Relation  of  the   Kindergarten  and  the   Primary  Grades. 

Three  hours. 

Courses  Primarily  Senior  College 

110.  School  Hygiene.     Three  hours. 

111.  The   Use   of   Interest   in    Teaching.     Three   hours. 

112.  Selection  and  Use  of  Upper  Grade  Books.     Three  hours. 

122.  The   Play   Life   of  Children   as   a   Basis   of  Education   in  the 

Kindergarten.     Three   hours. 

123.  Kindergarten  materials.    Four  hours. 

124.  Kindergarten  Conference.     Four  hours. 

C.  County  Schools  Department. 

1.  Teaching  in  Rural  Demonstration  Schools.     Five  hours. 

2.  Observation  in  Demonstration  Schools.     One  hour. 

6.     County  School  Methods.     Required  for  County  Schools  major. 
Three  hours. 
26.     The  Rural   School   and  the   Community.     Required  of  County 
Schools  majors.     Three  hours. 

Courses  Primarily  Senior  College 

106.  Rural  Sociology.     Three  hours. 

107.  Rural  Seminar.    Two  hours. 

125.  Administration  of  Rural   and  Village   Schools.     Three  hours. 
130.     Rural  Education.     Three  houis. 

6-7-11.  In  some  of  the  special  departments  such  as  music,  art, 
manual  arts,  and  the  like,  normal  school  teachers  supervise  practice  and 
determine  methods  used.     They  also  teach. 

9.  Not  only  do  teachers  of  these  special  departments,  but  also 
teachers  in  arithmetic,  geogi-aphy,  history,  have  something  to  say  con- 
cerning the  course  of  study  in  the  training  school.     As  will  be  shown 

—40— 


later,  however,  little  has  been  done  in  a  constructive  way,  recently,  on 
the  course  of  study. 

13-14.  Practically  all  of  the  critic  teachers  give  courses  in  the  nor- 
mal school  sometime  during  the  regular  year  and  a  few  give  courses 
during  the  summer. 

15.  Standard  tests,  mental  and  educational,  are  given  in  the  train- 
ing school  by  members  of  the  normal  school  faculty. 

The  members  of  the  Department  of  Psychology  describe  very  com- 
plete and  useful  sei-\'ices  rendered  to  the  Training  School  by  way  of 
examining  children  and  studying  "problem  cases."  Training  Teachers 
do  not  mention  this  cooperation.  Probably  the  cooperative  relations, 
therefore,  are  actually  greater  than  accounts  from  the  faculty  suggest. 

It  is  not  probable,  however,  that  the  right  sort  of  conscious  co- 
operation will  come  until  public  school  experience  is  required  of  all 
teachers  whether  training  school  teachers  or  not;  until  Normal  School 
training  is  required  of  all;  until  equal  qualifications  are  required  of  train- 
ing teachers  and  regular  normal  school  faculty;  and  finally  until  no 
distinction  is  made  between  the  training  school  and  normal  school  faculty 
in  salary.  Probably,  not  until  these  things  are  realities  in  normal 
schools,  will  there  be  the  spirit  of  true  cooperation. 
D.       Training  School  Teachers. 

As  adequate  training,  long  tenure,  and  salary  are  important  to  the 
director  of  the  training  school,  so  the  success  of  the  training  teacher 
and  of  the  training  school  is  dependent  upon  these  same  factors  in  the 
training  school  teacher.  If  as  Judd  and  Parker  (20)  suggest,  "Every 
Normal-school  graduate  who  has  had  the  good  fortune  to  teach  for 
100  hours  under  the  careful  supervision  of  a  superior  critic  teacher  has 
probably  profited  more  in  terms  of  efficiency  from  this  experience  than 
from  any  1000  hours  of  departmental  instruction  in  the  normal  school,"' 
then  it  behooves  a  College  President  to  be  c-ireful  in  the  selection  of  his 
training  school  force  and  to  pay  salaries  necessary  to  secure  the  most 
"superior  critic  teacher." 

It  is  interesting  to  compare  the  members  of  the  normal  school 
faculty  with  those  of  the  secondary  Training  School  and  of  the  Elemen- 
tary Training  School  as  to  scholastic  preparation,  type  and  amount  of 
experience,  salaries,  teaching  load,  etc.  Since  Dr.  J.  D.  Heilman,  in  his 
section  of  the  Survey  (21),  has  worked  out  tables  and  correlations  of 
comparison  along  these  lines,  it  seems  well  to  incoi'porate  in  this  sur- 
vey a  brief  summary  of  his  findings. 

Dr.  Heilman  shows  that  the  high  school  and  the  training  school 
both  are  without  men  except  in  the  case  of  the  principals,  a  condition 
which  has  often  been  deplored  but  which  is  quite  prevalent  in  most 
American  public  schools. 

The  training  of  the  teachers  in  the;  College  surpasses  that  of  the 
teachers  who  work  in  either  the  training  school  or  the  high  school.  This 
difference  is  indicated  by  the  following  figures  which  give  the  average 
amount  of  training  above  the  high  school  for  each   class: 

College  Faculty  5.57  years  ^   -« 

High  School  Faculty  3.90  years 

Training  School  Facultjr       4.13  years 

Teachers  of  the  college  have  had  more  public  school  experience, 
also,  than  those  of  the  high  school  and  the  training  school.  The  average.s 
for  the  three  groups  are: 

College  Faculty  6.09  years 

High  School  Faculty  3.60  years 

Training  School  Faculty       4.81  years 

The  teachers  in  the  training  school  average  about  3  years  less  teach- 
ing experience  before  entering  the  faculty  here  than  the  teachers  in 
the  college,  and  the  high  school  teachers  average  from  4  to  5  years 
less.     Because  of  the  fact  that  a  few  of  the  training  school  teachers 

—41— 


have  been  in  this  institution  for  a  great  many  years,  the  total  teaching 
experience,  at  present,  of  the  teachers  in  the  training  school  and  of  the 
college  teachers  is  practically  the  same.  The  teachers  of  the  high 
school  have  not  had  quite  half  as  much  experience  as  either  of  the 
other  two  groups.  Furthermore,  practically  the  entire  corps  of  teachers 
in  the  high  school  has  changed  recently. 

It  is  evident  from  the  material  above  that  the  teachers  in  the  high 
school  are  not  so  well  prepared  for  their  work  as  either  the  teachers 
in  the  College  or  the  training  school.  These  teachers  have  had  less 
training  and  less  experience  than  either  of  the  other  groups,  although 
most  authorities  agree  that  this  adolescent  period  is  as  important  as  any 
through  which  the  child  passes  during  his  public  school  experience. 

Teachers  in  both  the  high  school  and  the  training  school  have  had 
much  less  public  school  experience  than  the  teachers  of  the  college,  al- 
though, it  seems,  that  they  should  know  much  more  about  the  public 
school  problems,  because  of  the  nature  of  their  task. 

This  more  adequate  training  and  experience  on  the  part  of  the 
teachers  of  College  classes  would  indicate  that  what  was  suggested 
earlier  in  this  study — that  the  training  school  should  not  have  and  prob- 
ably does  not  have  a  corner  on  good  teaching  in  any  teacher  training 
institution — holds  true  in  Colorado  State  Teachers  College.  If  training 
and  experience  count  for  anything,  then  the  teachers  in  the  training 
school  and  more  particularly  those  of  the  high  school  are  seriously 
handicapped  in  comparison  with  the  "regular"  college  faculty. 

Still  another  comparison  made  in  the  former  survey  was  that  of 
salary.     Three  paragraphs  will  suffice  to  show  this  comparison. 

"The  median  salary  of  the  women  who  teach  in  the  college  is  $25 
less  than  the  median  salary  of  the  training  school  teachers,  but  their 
mean  salary  is  about  $50  higher.  If  we  look  at  Table  II,  we  can  see 
that  the  college  women  have  more  training  than  the  women  of  the  train- 
ing school,  but  Table  X  shows  that  the  training-  school  teacher  has  more 
experience  than  the  college  teacher.  The  training  school  teachers  also 
vary  less  in  their  training  and  probably  less  in  their  expeiience,  and  their 

salaries  vary  less. 

"The  median  salary  of  the  training  school  teachers  is  $275  more 
than  that  of  the  high  school  teachers,  but  their  experience  far  surpasses 
that  of  the  high  school  teachers  and  their  training  is  about  the  same. 
The  variation  in  experience  appears  to  be  in  accordance  with  the 
variation  in  salary. 

"For  the  college  teachers  the  median  salary  is  $900  more  than  for 
the  high  school  and  training  school  teachers.  On  account  of  differences 
in  training  and  experience  this  much  difference  in  salary  and  probably 
more  is  justifiable,  but,  as  was  pointed  out  before,  the  training  and 
experience  of  the  teachers  in  the  high  school  and  training  school  should 
be  such  as  to  merit  just  as  high  a  salary  as  that  received  by  the  college 
teacher." 

Dr.  Heilman  further  gives  the  mean  total  time  devoted  to  college 
teaching,  and  other  college  work  of  three  small  groups  engaged  in  simi- 
lar school  work.    Here  are  his  findings : 

Mean  Total 
Number      Time 
Deans,  Directors  and  Principals  9  42.83 

Elementary  Training  School  Teachers  8  57.30 

High  School  Teachers  8  40.41 

It  is  not  difficult  to  see  that  the  total  time  given  to  college  work  by 
the  Elementary  training  teachers  is  considerably  more  than  that  of 
either  of  the  other  groups.  But  there  are  many  things  to  be  taken  into 
consideration  other  than  time  spent  in  teaching  and  supervision, 
scholastic  preparation,  experience,  salary,  etc.,  in  the  selection  of  Train- 
ing School  teachers.    Many  items  of  qualification  have  to  be  considered. 

—42— 


E.    Training  School  Pupils. 

There  is  some  question  as  to  whether  the  training  school  is  a 
^'typical  elementary  school  system." 

There  are  two  distinct  classes  of  pupil?  in  the  elementary  training 
school.  Because  of  the  advantages  of  the  kindergarten,  industi'ial  arts, 
special  work  in  music,  folk  and  aesthetic  dancing  and  dramatic  work, 
many  of  the  well-to-do  families  send  their  children  to  the  training 
school  in  preference  to  the  Greeley  public  schools.  Furthermore  the 
children  of  the  faculty  attend  the  training  school.  During  the  year 
1917-18  there  were  30  children  whose  parents  are  faculty  members,  en- 
rolled in  the  elementary  training  school. 

On  the  other  hand,  because  of  the  three  quarter  arrangement,  the 
training  school  catches  those  children  whose  parents  move  about;  be- 
cause of  the  fact  that  text  books  are  furnished  and  only  a  very  small 
fee  (50  cents  or  $1.00)  is  charged,  the  children  of  many  poor  people 
attend  the  training  school;  and  because  of  the  fact  that  the  Greeley 
public  school  has  had  in  the  past,  in  the  Training  School,  a  dumpingi 
ground  for  those  below  standard  in  mental  ability,  the  school  probably 
has  had  more  than  its  reasonable  share  of  these  pupils. 

The  Director  of  the  Training  School  in  a  communication  to  the 
President  said: 

"It  has  been  the  policy  of  the  school  to  accept  almost  every  pupil 
who  made  application  for  entering  the  training  school.  This  has  resulted 
in  overcrowding  certain  grades;  also  many  pupils  of  inferior  mental 
type  are  entering  almost  every  grade.  Many  of  these  pupils  should  be 
classified  as  special  children  and  put  in  a  room  by  themselves  for  special 
instruction.  Again  many  of  the  children  coming  to  us  are  from  families 
that  move  about  a  great  deal,  and  consequently  are  more  or  less  re- 
tarded. About  40  per  cent  of  the  pupils  now  in  the  Training  School 
are  here  for  the  first  time.  Many  of  the  remaining  60  per  cent  have 
been  here  but  one  or  two  quarters." 

It  is  well  to  remark  here  that  the  Director  began  a  "black  list'' 
which  contained  the  names  of  those  pupils  who  were  mentally  retarded 
as  v\^ell  as  those  who  had  bad  records  of  attendance  and  deportment. 

Much  has  been  said  in  the  Carnegie  Report  of  the  "Spirit  and 
Morale  of  Practice  Schools"  in  Missouri.  The  authors  report  that  "A 
serious  handicap  to  the  efficiency  of  a  practice  school  is  the  difficulty 
of  ensuring  on  the  part  of  pupils  a  proper  attitude  toward  the  work  of 
the  school.  Pupils  are  not  always  inclined  to  take  the  student-teacher 
seriously,  and  this  means  that  the  work  which  the  student-teacher  rep- 
resents is  not  taken  seriously.  The  problem  is  not  insoluble,  for  some 
practice  schools  are  characterized  by  a  most  commendable  spirit  of  in- 
dustry and  cooperation.  Among  the  state  normal  schools  of  Missouri, 
for  example,  Springfield  furnished  a  striking  illustration  of  efficiency  in 
training-school  organization  from  this  point  of  view.  But  in  some  of 
the  other  institutions,  conditions  in  the  practice  school  at  the  time  when 
the  visits  were  made  were  little  short  of  desperate."     (22) 

The  report  gives  illustrations  to  show,  "The  pupils  are  especially 
disorderly";  "The  student-teacher  corrects  a  boy  for  whispering,  and  he 
responds  by  'making  a  face'  meantime  continuing  with  his  whispering"; 
"They  whisper,  talk,  and  tickle  one  another";  "There  is  a  good  deal  of 
'horse  play'  among  the  boys — such  as  slapping  on  the  back  followed  by 
exaggerated  expressions  of  pain  from  the  one  struck,"  etc.,  etc. 

The  difficulty  is  that  such  a  situation  may  creep  into  a  training 
school  almost  without  the  knowledge  of  the  training  school  force.  The 
student  teacher  musMiave  a  grade  in  teaching  and  tends  "to  hide  or 
overlook  the  inat.teni*n  and  mischief  of  the  pupils,  trusting  that  the 
supervisors  will  n^t  find  out  how  unfortunate  the  conditions  really  are, 
— a  policy  in  which  he  is  often  abetted  by  the  pupils  themselves,  who 

—43— 


assume   a    righteous   and    industrious   attitude   \-hile    the    supervisor   is 
present,  only  to  drop  it  when  his  back  is  turned."     (23) 

Although  the  situation  in  Greeley  is  not  so  bad  as  that  quoted,  there 
is  a  feeling  among  both  student  teachers  and  pupils  that  the  student 
teacher  does  not  have  much  authority.  In  a  study  made  during  the 
progress  of  the  Survey  (1917-18)  statements  were  collected  from  stu- 
dents and  pupils  working  in  the  training  school.  "No  remark  heard 
once  only  was  used."  Here  are  three  statements  taken — the  first  from 
a  student-teacher,  the  other  two  from  pupils  in  the  training  school. 

"The  student  teacher  has  (in  some  cases)  absolutely  no  responsibil- 
ity for  discipline,  progress  of  children,  subject  matter  or  new  methods. 
Simply  an  'imparter  of  a  bit  of  information.'  Then  the  children  are  un- 
manageable when  the  training  teacher  is  not  pre.scnt  because  they  feel 
that  the  student-teacher  does  not  have  real  authority. 

"The  student-teachers  don't  have  any  real  'say  so'  over  us  so  we 
don't  need  to  get  our  work." 

"We  always  do  the  work  for  the  training  teacher  but  we  don't 
have  to  for  the  student-teacher  unless  she  tells  on  us." 

It  is  indeed  interesting  to  note  how  the  attitude  of  the  pupils  and 
student-teachers,  also,  change  with  a  change  in  the  director.  Further- 
more there  is  an  entirely  differeat  attitude  in  the  different  rooms  depend- 
ing largely,  of  course,  upon  the  nature  and  attitude  of  the  training 
teacher. 

If  the  above  is  true, — and  one  may  find  any  number  of 
student-teachers  who  v.-ill  testify  to  its  truth, — then  the  organization 
should  be  of  such  a  nature  that  both  the  President  of  the  College  and  the 
Director  of  the  Training  School  will  visit  the  rooms  often  enough  to 
sense  the  attitude  and  correct  it  where  necessary.  The  training  teacher, 
too,  must  be  alert  to  the  needs  of  pupils  and  of  student-teachers,  and 
be  in  such  close  touch  with  both  that  there  will  be  the  spirit  of  coopera- 
tion. No  training  teacher  can  afford  to  be  unmindful  of  the  attitude 
of  her  student  teachers  toward  her.  Any  lack  of  consideration  on  her 
part  will  eventually  react  upon  her  in  the  foim  of  discouraged,  dis- 
heartened student  teachers  and  a  demoralized  group  of  children. 
F.     The  Course  of  Study 

In  his  discussion  of  Organization,  the  Director  of  the  Training  School 
omitted  what  Judd  and  Parker  mention  as  one  of  the  four  most  im- 
portant factors  in  the  organization  and  conduct  of  practice  teaching — 
"the  detailed  printed  course  of  .=;tudy  of  the  training  school."  (24)  It 
will  be  noted  that  several  teachers  in  the  training  school,  quoted  above 
mentioned  the  absence  of  a  well-defined  program  in  the  Training  School 
in  Colorado  State  Teachers  College. 

Judd  and  Parker  justify  their  position  in  the  following  terms:  "The 
importance  of  such  a  course  of  study  in  improving  the  efficiency  of  state 
and  city  school  systems  is  generally  recognized.  In  such  systems  the 
teaching  of  a  single  group  of  children  in  the  regular  subjects  is  usually 
done  by  one  teacher  for  a  year.  If  a  detailed  printed  course  of  study  is 
important  in  such  cases,  it  is  obviously  of  much  greater  importance  ini 
a  training  school  where  a  single  group  of  children  may  have  anywTiere. 
from  4  to  50  different  teachers  in  the  regular  subjects  during  a  year. 
Apart  from  the  efficiency  of  the  training  of  the  practice  teachers,  the 
■welfare  of  the  children  demands  some  such  definite  guide  for  practice." 

The  last  printed  matter  on  the  subjects  taught  m  the  training  school 
appeared  in  a  "Hand  Book  of  Practice  for  Training  Teachers,  Super- 
visors, and  Student  Teachers  in  the  Training  School"  issued  in  1916-17. 
In  this  "Hand-Book"  are  discussed: 

(1)  Subjects  and  Their  Aim 

(2)  General  Attitude  on  Subject  Matter 

(3)  Electives  in  the  Elementary  School 


(4)  English  and  Reading 

(5)  Physical  Training 

(6)  Spelling 

(7)  Arithmetic 

(8)  Writing 

(9)  Geography  and  History 

(10)  Hygiene 

(11)  Woodwork  and  Mechanics 

(12)  Sewing  and  Cooking 

(13)  Modern  Foreign  Languages 

(14)  Typewriting  and  Printing. 

(15)  Music 

(16)  Art 

(17)  Nature  Study  and  Agriculture 

Merely  the  aim  of,  and  importance  attached  to  these  subjects  are 
discussed.  This  is  indicated  by  the  fact  that  the  entire  discussion  of  the 
above  seventeen  topics  was  given  less  than  four  pages  in  the  "Hand 
Book."  In  order  to  show  the  nature  of  this  discussion  I  quote  four  of 
the  seventeen  sections  mentioned  above: 

Electives  in  the  Elementary  School. 

In  making  such  subjects  (vocational)  elective  we  do  not  mean  to  al- 
low the  child  to  be  free  to  choose  and  drop  subjects  at  will.  The  following 
rules  govern  here: 

1.  A  subject  such  as  Spanish  or  Manual  Training  is  assigned  to  a 
child  only  after  a  study  of  his  needs,  his  purposes  in  life,  and  his  special 
abilities. 

2.  The  parents,  the  training  teacher,  and  the  child  all  have  a  voice 
in  the  choice  of  elective  subjects. 

3.  A  subject,  when  once  elected,  should  be  continued  for  the  re- 
mainder of  the  elementary  school  course,  and  cannot  be  dropped  before 
the  end  of  the  school  year.  In  case  a  subject  is  dropped  the  reasons 
must  be  such  that  the  training  teacher  and  principal  agree  that  it  is 
best  for  the  child  to  drop  it.  For  illustration,  if  a  girl  elects  sewing 
in  the  5th  grade,  it  is  understood  that  she,  her  parents,  and  her  teacher 
all  think  it  wise  for  her  to  learn  to  sew.  She  should  learn  to  sew  well  be- 
fore she  drops  the  subject.  The  elective  is  as  much  a  ierious  part  of  the 
school  work  as  the  required  subjects,  and  often  it  is  more  important. 

Arithmetic 

Accuracy  and  enough  speed  for  practical  purposes  in  the  funda- 
mentals are  stressed.  In  addition,  practical  work  in  fractions,  decimals, 
percentages,  interest,  taxes  ,partial  payments,  and  mensuration  is  given. 
Bookkeeping  and  business  arithmetic  as  an  elective  is  given  in  the  eighth 
grade.    We  are  also  considering  algebra  as  an  elactive  in  the  same  grade. 

Woodwork  and  Mechanics 

Woodwork,  one  hour  a  day,  is  given  from  the  fifth  grade  up.  It  is 
our  aim  to  give  the  boy  a  technique  as  well  as  to  have  him  acquire  an 
interest  in  this  kind  of  work. 

Mechanics,  electricity,  wireless,  etc.,  are  given  in  the  seventh  and 
eighth  grades  one  hour  a  day.  A  knowledge  of  the  theory  and  a  degree 
of  technical  skill  may  thus  be  acquired  early  and  serve  as  a  basis  for 
life  activities. 

Music 

Music  is  taught  regularly  in  all  the  grades.  The  pupils  are  taught 
to  read  notes  and  memorize  common  songs  and  national  airs.  The 
elementary  school  has  an  orchestra  and  instruction  in  this  work  is  given 


free  of  charge  to  children  who  may  be  interested  in  the  instruments. 

The  last  somewhat  detailed  course  of  study  for  the  training  school 
was  issued  as  a  bulletin  of  the  College  in  May  1915.  (26)  This  bulletin 
contains  ten  illustrations  and  twenty-five  pages  of  printed  matter.  The 
outline  of  the  work  by  grades  covers  thirteen  pages.  I  select  Grade  4 
to  illustrate  the  nature  of  this  outline. 

Grade  4 

Arithmetic. — Reading  numbers  to  1,000,000;  multiplication  by  num- 
bers of  two  or  more  figures;  division  of  numbers  by  two  and  three  fig- 
ures, tables  of  measure,  simple  fractional  processes;  addition  of  mixed 
numbers  having  fractional  endings  1-2,  1-4,  1-3,  1-6. 

Reading. — Elson  Primary  School  Reader,  Book  Four;  Free  and 
Treadwell,  Book  Four;  Graded  Classics,  Book  Four;  Plutarch's  Tales, 
Greeks;  Plutarch's  Tales,  Romans;  Four  Old  Greeks;  Children's  Classics 
in  Dramatic  Form;  Kipling  Reader;  Alice  of  Wonderland;  Water  Babies; 
Docas,  the  Indian  Boy;  American  Life  and  Adventure;  Stories  from 
American  History;  Seven  Little  Sisters;  Each  and  All;  Fifty  Famous 
Stories;  Robert  Louis  Stevenson  Reader;  Approved  Selections  for  Fourth 
Year. 

Literature. — Stories  of  the  boyhood  of  Achilles;  Greek  myths  and 
legends — Philemon  and  Baucis,  Prometheus,  Clytie,  Daphne,  Phaeton, 
and  Golden  Fleece. 

Selections  for  memorizing:  September;  The  Bluebird;  Orphant  An- 
nie; The  Raggedy  Man;  The  Night  Wind;  The  Wind  and  the  Moon;  The 
Birds  of  Killingsworth;  The  Corn  Song. 

Composition. — Reproduction  of  stories,  paragrafs  and  dramatiza- 
tions; original  stories;  accounts  of  personal  experiences;  of  things  col- 
lected of  books  read,  and  of  home  duties;  keeping  simple  accounts,  keep- 
ing a  diary;  drill  in  punctuation. 

Spelling. — Lists  of  words  selected  from  children's  errors;  lists  based 
on  scientific  investigation  of  the  vocabulary  of  the  fourth  grade  children; 
simple  rules  for  spelling. 

Writing. — Each  child's  papers  are  graded  by  the  Ayers'  scale  and 
are  kept  on  file. 

Geografy,  Home. — Geografy  of  Greeley:  IiTigation,  potato  indus- 
try, sugar  beet  industry,  cattle  and  sheep  industries,  relation  of  county 
and  city,  relation  of  city  to  the  rest  of  the  United  States. 

Geografy,  Foreign. — The  Aram;  the  Eskimo  and  Lapp;  the  African 
and  Filipino;  the  Chinese  and  Japanese;  the  Indian  of  the  Northwest, 
of  the  Southwest,  of  the  prairies,  of  the  Eastern  woodlands;  the  foreigner 
in  Weld  County. 

Nature-Study. — Acquaintance  with  the  trees  of  the  campus  and 
homo,  close  observation  of  the  elm  and  spruce;  landscape  design;  gar- 
dening; animal  life  of  the  locality;  grasshopper,  crickets,  katydids,  but- 
terflies, moths,  skippers,  dragonflies. 

Music. — Introduction  of  sharps  and  flats;  unequally  divided  beats; 
interval  work;  pitch  names  and  scale  tones  in  all  keys;  dictation  exer- 
cises; sight  reading.  Work  is  based  on  The  New  Education  Music 
Course.  Lessons  interpreting  to  the  children  the  best  vocal  and  in- 
strumental selections  suited  to  them. 

Art. — Drawings  from  Nature  forms  in  full  and  foreshortened  views; 
pose  drawings  from  animals,  birds  and  children  in  mass,  illustrative  work 
illustrating  games,  stories,  and  holiday  events;  designs  for  book  covers, 
calendars,  invitations,  holiday  cards  and  menu  cards;  clay  modeling.  Color 
and  hues  of  color. 

A  teacher  who  has  been  in  the  system  a  number  of  years  reports 
that  some  teachers  use  this  old  course,  while  the  new  teachers  often 
use  the  course  they  have  been  using  in  the  schools  from  which  they  came. 


It  may  be  mentioned  here,  that  an  excellent  course  in  history  was  d«Tel- 
oped  for  the  training  school  in  1911.  It  might  be  well  to  require  all 
teachers  to  use  this  course  until  a  better  one  is  developed. 

There  is  a  general  understanding  as  to  what  subjects  are  to  b« 
taught  in  each  grade,  but  each  teacher  determines  the  content  of  these 
subjects  except  in  the  case  of  special  subjects  such  as  modem  languages, 
home  economics,  music,  physical  education,  etc.  An  instructor  of  these 
subjects  in  the  Cellege  determines  their  content  in  the  training  school. 

It  has  been  suggested  that  greater  opportwnity  is  given  children  ta 
the  training  school  than  in  most  public  elementary  schools  for  special 
work. 

The  following,  is  the  progi-am  for  four  of  the  special  subjectx  ta 
the  training  school  for  the  Fall  Quarter,  1917-18. 


TRAINING  SCHOOL 


December  11,  1917 


PROGRAM  FOR  DOMESTIC  SCIENCE  AND  MANUAL  TRAINING 

Monday 

Tuesday 

Wednesday  Thursday 

Friday 

7th    Grade 

11:30-12:10 

Girls- 

Sewing 

Sewing 

Sewing 

Cooking 

Cooking 
Man.  'ft'. 

Boys — 

Man.   Tr. 

Man.  Tr. 

Man.   Tr. 

Man.   Tr. 

6th  Grade 

1:30-2:30 

Girls- 

Cooking 

Cooking 

Sewing 

Sewiag 
Man.  Tr. 

Sewing 
Man.  Tr. 

Boys — 

Man.   Tr. 

Man.  Tr. 

Man.   Tr. 

5  th    Grad( 

2:30-3:30 

Girls- 

Slewing 

Sewing 

Sewing 

Slewing 

Sewing 

Boys — 

Sloyd 

Sloyd 

Sloyd 

Sloyd 

Sloyd 

8th  Grade 

3:30-4:30 

Girls- 

Sewing 

Sewing 

Sewing 

Cooking 

Cooking 

Boys — 

Man.   Tr. 

Man.   Tr. 

Man.   Tr. 

Man.  Tr. 

Man.  Tr. 

PROGRAM  FOR  ART  AND  MUSIC 

8th  Grade 

Monday 

Tuesday 

Wednesday      Iliursday          Friday 

8:55-9:30 

Music 

Art 

Music 

Art 

Music 

7th  Grade 

9:30-9.55 

Music 

Art 

Music 

Art 

Music 

1st  Grade 

9:55-10:15 

Music 

Art 

Music 

Art 

Music 

5th  Grade 

10:15-10:40 

Music 

Art 

Music 

Art 

Music 

2nd  Grade 

10:40-11:00 

Music 

Art 

Music 

Art 

Music 

3rd  Grade 

1:30-1:50 

Music 

Art 

Music 

A»t 

Music 

4th  Grade 

1:50-2:15 

Music 

Art 

Music 

Art 

Mu'iie 

6th  Grade 

2:15-2:45 

Music 

Art 

Music 

Art 

Music 

The  modem  languages  as  a  subject  in  the  elementary  school  have 
had  a  place  for  some  time.    In  a  letter  from  the  Director  of  the  Traln- 

-47— 


ing  School,  one  discovers  the  situation  and  policy  in  1917-18. 

"At  the  present  time  Spanish  is  taught  in  the  eighth  grade.  French 
is  taught  in  the  first  and  thiid  grades.  There  seems  to  be  no  policy  as 
to  languages  in  the  Training  School.  I  understand  from  talking  with  the 
critic  teachers  (the  principal  was  new  1917-18)  that  it  has  been  lai'gely 
a  matter  of  choice  with  individual  training  teachers.  No  other  person 
seems  to  be  responsible  for  the  languages," 

"It  shall  be  my  policy  to  permit  no  teacher  to  teach  either  of  these 
subjects  who  is  not  recommended  by  Dr.  D.  (Head  of  Department  of 
Romance  Languages),  and  that  the  work  shall  be  carried  on  under  his 
supervision  just  as  music,  art,  manual  training  and  other  special  sub- 
jects are  carried  on  under  the  direction  of  their  i-espective  departments. 
**Di'.  D.  and  I  have  agreed  that  in  our  judgment  there  is  little  gain, 
if  any,  derived  from  work  in  either  of  these  subjects  in  the  Primary 
Grades.  There  is  a  question  in  our  minds  as  to  the  grade  in  which  there 
subjects  should  be  introduced.  Certainly  not  below  the  fourth  or  fifth 
grade.  For  the  present  we  recommend  that  both  French  and  Spanish  be 
offered  as  an  elective  in  the  seventh  and  eighth  grades,  and  that  we 
will  require  all  children  in  these  grades  to  elect  one  or  the  other  of 
these  subjects  and  that  the  pupils,  once  having  made  a  choice,  be  required 
to  continue  with  that  subject  for  two  years,  or  until  the  eighth  grade 
is  completed." 

The  need  of  a  long  tenure  for  the  Director  of  the  Training  School 
has  been  discussed.  It  should  be  mentioned  again,  howevei",  in  con- 
nection with  the  course  of  study.  It  is  indeed  interesting  to  note  how 
each  new  director  not  knowing  what  has  been  done  by  his  predecessor 
sets  aside  the  work  previously  done,  and  puts  the  teaching  force  to  work 
on  a  new  course  of  study,  and  this  in  turn  joins  that  "innumerable  cai'a- 
van"  which  has  gone  before. 

It  seems  that  heretofore  the  training  teacher  has  had  little  to  say 
with  regard  to  the  general  policy  of  the  training  school  but  almost  all 
to  say  concerning  the  work  in  her  own  room.  There  surely  is  need  of 
a  closer  organization  so  that  the  director  will  consult  his  teachers  on 
matters  of  policy,  while,  the  teachers  will  be  glad  to  have  his  advice  on 
matters  pertaining  to  their  rooms,  as  well.  Only  through  some  oUch  con- 
structive plan,  will  there  develop  a  carefully  planned  and  organized 
course  of  study  in  the  training  school.  Here  is  one  of  the  greatest  needs 
of  the  Training  School  of  Colorado  State  Teachers  College. 


(1)  Wilson,   L.   M. — Tv.   r>epartments   in   State  Normal   Scliools.     Tlie   Normal 

School  Bulletin  No.  66,  Eastern  III.,  Normal  School,  Charleston,  p.  20-31 

(2)  In  New  Hampshire,   Albion,   Idaho,   etc. 

(3)  Hays,  Kans. 

(4)  DeKalb,   111. 

(5)  Hays,  Kans. 

(6)  Prep,    of   Teachers    for   Amer.    Pub.    Schs.      Carnegie    Foundation    for   Ad- 

vancement of  Teaching.     Bulletin  14,  p.  193. 

(7)  Wilson— P.   IS. 

(8)  Ibid  P.   22. 

(9)  Colorado    State    Teachers    College    Bulletin,    Series    17,    No.    3,    June    1917, 

pp.  14-16. 

(10)  Ibil  P.   23. 

(11)  Jiidd,  C.  H.  and  Parker,  S.  C. — Problems  Involved  in  Standardizing  State 

Schools-Bulletin,    1916,    No.    12.      Bureau    of    Education,    pp    87-88. 

(12)  Wilson— Training    Schools    in    Stat|3   Normal    Schools   in    U.    S.    P.    51. 

(13)  Carnegie   Foundation   Bulletin   No.    14,    P.    199. 

(14)  Ibid— pp.   201-202. 

(15)  Wilson — Tr.    Depts.    in    State    Normal    Schools — 51-52. 

(16)  Ibid  Pp.  53-54. 

(17)  Ibid,  Chap.  IV.  particularly  pages  51,  52,   61. 

(18)  Colorado  State  Teachers  College  Bulletin — ^Series  XX,   No.   5.     p.  75.     (The 

next  paragraph  is  an  almost  direct  quotation  from  this  same  page). 

(19)  Numbers  be'.ow  refer  to  the  numbers  given  by  Wilson  in  his  classifica- 

tion of  types  of  cooperation,  recently  referred  to.  Only  those  num- 
bers occur  which  represent  the  types  of  cooperation  found  in  Colorado 
State  Teachers  College. 

(20)  Judd    and    Parker — Problems    Involved    in     Standardizing     State    Normal 

Schools.     Bulletin  1^16,  No.   12.     Bureau  of  Education,   p.   73. 

(21)  Colorado    State    Teachers    College    Bulletin,    Series    20,    No.    9.      Pages    19, 

25,  26,  27,  28,  29,  31,  32,  36,  37,  are  especially  interesting  along  this  line. 

(22)  The   Professional    Preparation    of   Teachers    for   American   Public    Schools. 

The  Carnegie  Foundation  for  the  Advancement  of  Teaching.  Bui.  14, 
pp.    205-7. 

(23)  Ibid  Pages   207-208. 

(24)  Bureau  of  Education,   Bulletin  1916.     Number  12.  p.   87. 

(25)  Ibid  p.   89. 

(26)  A  Bulletin  concerning  The  Elementary  School — Series  XV,   No.   4. 


iiiauicj,   etc. 

c.  The  Correlation  of  the  College  Preparatory  course  with  a 
group  of  Practical  Arts  courses  in  such  a  way  that  the  student- ia 
permitted  to  elect  a  group  cf  subjects  looking  toward  college  entrance 

—51— 


—48— 


V.  RECENT  CHANGES  AND  NEEDED  CHANGES  IN  THE  ORGAN- 
IZATION OF  TEACHER  TRAINING  IN  COLORADO  STATE 
TEACHERS  COLLEGE  AS  INDCATED  BY  RETURNS  FROM 
FACULTY. 

List  all  the  changes  made  in  the  last  two  years  in  either  the  organiz- 
ation of  your  department  (including  new  courses  framed,  old  courses 
abandoned  or  changed,  stating  in  each  case  the  reasons  for  the  changes 
or  abandonment  and  the  method  of  accomplishing  the  changes,  e.  g., 
whether  by  cooperative  effort  or  otherwise.) 

I.     Changes  in  the  Rural  Demonstration  Schools. 

1.  Changes  Recently  made. 

a.  Observation  2  in  Demonstration  schools  was  added  this  year 
for  the  purpose  of  receiving  the  reaction  of  student-teachers  who 
had  spent  one  month  in  these  schools,  of  correcting  false  impres- 
sions, offering  constructive  criticism  of  the  skill  gained  and  of  the 
pedagogical  fitness  of  methods  used. 

b.  An  agreement  has  been  reached  between  the  Training  School 
and  the  County  Schools  Department  to  permit  (or  require?)  all 
students  who  expect  to  teach  in  the  country  to  elect  one  month's 
teaching  out  of  the  two  terms  required  by  the  Training  School,  in 
the  Rural  Demonstration  schools.  If  a  student  desires  to  specialize 
in  Rural  Education,  she  may  elect  a  second  month's  practice. 

2.  Changes  Suggested. 

a.  All  faculty  members  who  contribute  to  the  work  of  the  de- 
partment should  be  listed  as  a  part  of  the  faculty  in  Rural  Educa- 
tion in  order  to  coordinate  the  work  properly. 

b.  The  Department  should  have  an  assistant  who  knows  the 
rural  problem  and  who  is  able  to  do  the  regular  class  vv'ork  in  the 
absence  of  the  Director.  Three  additional  persons  should  be  employ- 
ed to  take  care  of  the  rapidly  growing  extension  activities  in  coiir 
juncticn  with  the  Department  of  Rural  Education-. 

c.  Teacher-training  in  the  Demonstration  schools  should  be 
upon  the  'same  basis  in  point  of  reinuneration  to  regular  teachers', 
adequate  preparation  of  teachers  and  supervision  as  the  Training 
School.  There  should  be  expert  instruction  for  children  whether  they 
live  in  town,  city,  mountain,  plain,  or  valley.    If  not,  why  not? 

II.     Changes  in  Industrial  High  School. 

As  was  true  with  regard  to  "Function"  and  "Barriers"  'So  as  to 
changes,  most  of  the  teachers  in  the  secondary  school  responded  as  mem- 
bers of  the  departments  of  languages,  history,  etc.,  rather  than  as  train- 
ing teachers.  Consequently  only  a  few  recent  changes  and  needed 
changes  are  listed  for  the  high  school  faculty.  Some  of  the  returns 
which  are  departmental  in  nature  but  have  to  do  with  the  organization 
of  teacher  training  arc  included  in  this  report. 

1.     Changes  made  in  the  last  few  years. 

a.  The  addition  of  a  fourth  year  to  the  high  school.  This 
seemed  a  wise  plan  and  had  been  suggested  by  the  President  of 
the  College,  many  members  of  the  college  faculty,  and  many  of  the 
leading  school  men  of  the  state. 

b.  The  addition  of  the  fourth  year  made  necessary  the  intro- 
duction of  fourth  year  courses  in  English,  history,  science,  mathe- 
matics, etc. 

c.  The  Correlation  of  the  College  Preparatory  course  with  a 
group  of  Practical  Arts  courses  in  such  a  way  that  the  student- ia 
permitted  to  elect  a  group  cf  subjects  looking  toward  college  entrance 

—51— 


or  a   group   of   subjects   studied    mainly   as   a  preparation   for   the 
duties  and  responsibilities  of  life. 

d.  Improvement  and  further  development  of  the  Ungraded 
School  for  Adults  as  described  in  detail  in  the  high  school  bulletin. 

e.  The  Organization,  in  connection  with  the  Extension  Depart- 
ment, of  high  school  extension  courses. 

f.  Four  yeais  ago,  I  believe,  theie  wore  no  required  courses 
in  the  high  school;  today  there  are  many.  The  students  are  happier, 
and  our  credits  are  accepted  in  other  schools. 

g.  Four  years  ago  a  student  teacher  taught  every  day;  today 
she  teaches,  the  first  quarter,  once  a  week  but  hands  in  two  or 
more  lesson  plans.  The  second  quarter  she  teaches  twice  a  week 
and  hands  in  two  lesson  plans,  and  the  third  quarter  she  teaches 
four  times  a  week  and  hands  in  four  lesson  plans.  This  plan  has 
done  much   toward   improving  the   general   tone   of  the   school. 

2.     Changes  needed  according  to  responses  from  teachers. 

a.  The  most  important  change  pending  in  the  organization 
of  the  high  school  department  is  the  correlation  and  coordination  of 
the  present  high  school  with  a  junior  high  school  which  is  soon  to 
be  established  in  the  institution. 

b.  Increased  teaching  force.     (Mentioned  by  two  teachers). 

c.  Enlarged  teaching  equipment.  (Mentioned  also  by  two 
teachers). 

d.  Only  fourth  year  college  students  allov.-ed  to  teach  English 
in  the  high  school.  The.  student  teacher  must  have  had  special  work 
in  English. 

e.  Cooperation  with  the  College. 

III.     Changes  in  the  Elementary  Training  School. 

The  responses  of  the  Elementary  School  Training  teachei-s  are  ar- 
ranged by  teachers  according  to  grade  beginning  with  the  kindergarten 
and  ending  with  the  director.  First  the  changes  made  during  the  last 
two  years  are  recorded  and  later  suggested  changes. 

1.     Changes  made  in  the  last  two  yeais. 

A.  Kindergarten. 

(]).  The  kindergai-ten  specials  teach  through  the  morning 
in  kindergarten  for  one  quaiter  rather  than  one  period  a  day  for 
two  or  three  quarters.  This  gives  theni  a  clearer  conception  of  the 
kindergarten  as  a  whole  and  is  better  preparation  for  directing  a 
kindergarten. 

(2).  In  the  kindergarten  this  year  we  are  giving  greater 
freedom  of  choice  to  the  children  in  order  to  get  their  viewpoint  and 
to  stress  individual  development. 

B.  First    Grade. 

I  can  answer  only  for  the  changes  this  year. 

(1),  One  of  the  most  detrimental  changes  is  the  long  hour 
of  the  mornint;  session  8:50-11:50  with  only  an  intermission  of  15 
minutes  10:15-l0:30. 

All  chikhvn  need  moie  time  during  the  best  part  of  the 
day  to  live  in  "God's  out  of  doors,"  enjoy  our  splendidly  equipped 
playground,  and  use  our  magnificent  athletic  field. 

(2).     Eliminating  of  modern  languages  in  the  lower  grades. 

(3).     School   hours  lengthened. 

(4).  Grading  of  student  teachers  in  consultation  with 
principal. 

(5).  Children  excluded  from  the  building  until  certain 
hours  in  morning  and  at  noon. 

(6).  Training  teachers  on  duty  at  8:40  A.  M.  and  1:15 
P.  M.  In  other  words  all  the  duties  of  a  public  school  teacher  plus 
the  training  of  teachers. 

—52— 


(7).  Use  of  prescribed  text  book  and  a  tendency  toward 
page  to  page  teaching.  / 

(8).  A  rt'volving  program  in  most  grades.  As  far  as  I  can 
discover,  changes  were  not  made  cooperatively.  The  last  might  have 
been  a  partial  exception. 

C.  Second  Grade. 

(1).  The  Training  School  has  been  reorganized.  The 
school  day  io  longer,  the  recess  period  shorter.  Observation  is  sub- 
stituted for  much  of  the  practice  teaching  which  was  previously 
done  by  the  student  teachers. 

D.  Third  Grade. 

(1),  Hours  in  third  grade,  8:50-12:10  and  at  present  15 
minutes  intermission.  Hours  afternoon,  1:30-3:15.  Formerly  9-12^ 
with  30  minutes  intermission  and  1:30-3:00.  This  change  was  not 
effected  by  coopeiative  effort. 

(2).  Music  changed  from  15  minutes  daily  to  20  minutes 
three  times  a  week.  Art  changed  from  30  minutes  daily  to  20 
minutes  twice  a  week. 

(3).  Student  teachers  receive  4  hours  credit  for  5  hours 
work,  plus  1  hour  conference  once  a  week  with  either  the  training 
school  director  or  his  subordinates  or  both,  plus  conferences  with 
director's   subordinates  concerning  individual  plans,  teaching  ,etc. 

This  is  contrary  to  "Regulations  adopted  and  approved" 
College  year  1917-18. 

(4).  Teaching  requirements  (of  student  teachers)  reduced 
from  12  to  8  hours.  Contrary  to  report  of  committee  on  primary 
work,  and  requirements  listed  in  catalogue. 

(5).  Hours  for  training  teachers  lengthened — hours  of 
other  college  teachers  shortened.     VV^hy  ? 

(6).  Group  teaching  made  prominent  instead  of  individual 
instruction. 

E.  Fourth  Grade. 

I  am  a  new  teacher  entering  upon  my  work  in  September. 
At  present  the  organization  and  the  work  of  the  departments  are- 
undergoing  changes. 

F.  Fifth  Grade. 

Everything  relating  to  the  Training  School  is  in  the 
process  of  change  and  reorganization. 

(1).  The  character  of  the  observation  work  done  by  those 
taking  Training  School  1  has  been  changed. 

(2).  Effort  to  standardize  the  work  of  the  teachers  ac- 
cording to  Dr.  McMurry's  Elementary  School  Standards,  to  give  a 
basis  for  concerted  effort  on  the  part  of  the  supervisor  and  the 
teacher  in  training,  has  been  modified. 

(3).  The  entire  course  of  study  is  being  reorganized  with 
a  view  to  more  nearly  conforming  to  the  work  of  the  public  schobl 
in  the  larger  cities. 

(4).  The  organization  of  the  work  for  practice  teaching 
has  been  changed  by  the  introduction  of  the  "sliding  program." 

(5).  Strong  emphasis  is  being  placed,  on  "pupil  activity.** 
The  emphasis,  formerly,  was  placed  upon  making  work  functional. 
Frankly,  the  second  idea  under  our  necessarily  artificial  conditions 
was  very  much  overworked. 

(6).  Great  emphasis  is  being  placed  upon  observation  of 
the  training  teachers  by  the  student  teachers. 

(7).  Written  criticisms  of  students'  wor-k  is  required  of 
the  training  teachers. 

G.  Sixth  Grade. 


(1).  Each  training  toachor  has  fewer  practice  teachers  to 
supervise  because  direct  and  definite  charge  of  all  special  subjects 
has  been  given  to  special  teachers. 

(2).  Longer  school  session  and  shorter  recess  period  (as 
mentioned  by  others). 

(3).  The  most  revolutionary  change  is  the  viewpoint  and 
method  which  controls  the  organization"  of  the  training  school.  This 
is  known  as  "A  Sliding  Daily  Teaching  Progi'am"  or  oi-ientation 
teaching  within  a  grade.  It  calls  for  each  student  to  teach  every 
day,  observe  the  training  teacher  teach  ovei-y  day  and  to  have  a 
set  regular  conference  period  with  the  training  teacher  every  day. 
Then  during  the  twelve  weeks  each  student  teacher  is  to  teach 
within  one  grade  four  different  subjects  or  at  the  end  of  each  three 
weeks  each  teacher  is  assigned  a  nev/  subject  to  work  up  and  teach. 
"The  subjects  of  the  program  are  shifted  each  three  weeks  to  work 
in  with  the  girl's  schedule  e.  g.,  arithmetic  mav  be  taught  at 
8:50-9:20  the  first  thiec  weeks,  at  10:30-11:00 '  the  second  three 
weeks,  at  1:30-2:00  tho  third  three  weeks,  and  the  last  three  weeks 
from  3:00-3:30.     All  other  subjects  are  shifted  likewise. 

The  other  teachers  reported  they  had  not  been  here  long 
enough  to  state  changes  which  had  taken  place. 
2.     Changes  needed  as  expressed  by  Elementary  Training  Teachers. 

A.  Kinuei'garten. 

(1).     There  should  ^c  more  than  one  practice  kindergartea 

(2).  There  should  be  more  teachers  in  the  department  and 
they  should  have  more  time  for  research  and  study. 

(3).  There  should  be  a  greater  incentive  to  exj>«rimental 
work. 

(4).  There  should  be  less  emphasis  on  meetings,  reports, 
etc.,  and  move  on  progressive  training  of  children. 

B.  First  Grade. 

(1).  I  would  like  to  see  the  training  school  run  on  old 
time  schedule,  starting  at  9  A.  M.  and  with  40  minute  recess  period. 

(2).  Plan  of  work  outlined  early  enough  so  some  time 
might  be  had  to  organize  according  to  it,  before  it  is  supposed  to 
go  into  effect. 

It  would  also  facilitate  matters  to  have  these  written,  so 
the  meaning  might  be  clear  and  that  they  might  be  kept  for  future 
reference. 

(3).  A  good  comfortable  lunch  room  where  the  children 
are  not  merely  kept  during  lunch  period,  but  which  is  conducted  so 
children  will  really  learn  something — what  to  eat,  how  to  eat  it, 
appropriate  games,  etc. 

(4).     An  opportunity  to  try  out  new  ideas. 

(5).  Credit  for  teaching  on  the  same  basis  as  college 
classes.  Training  teachers'  hours  similar  to  those  of  instructors  in 
the  college. 

C.  Second  Giade. 

In  my  opinion,  our  Training  School  would  be  a  much 
stronger  mstitution  if  our  training  teachers,  especially  those  of  the 
upper  grades  were  not  so  over  worked, 

D.  Third  Grade. 

(1).  Children  of  third  grt.de  age  (7-9)  should  not  be  in 
school  from  8:50-12:10  with  only  15  minutes  intermission. 

(2).  Student  teachers  should  have  value  received  for  work 
done.    Why  not  consult  the  training  teachers  on  this  point? 

(3).  Teaching  requirements  (of  students)  should  be 
^eater. 


(4).  Training  teachers  work  should  be  made  more  intensive 
and  not  so  extensive — less  detail  work  and  reports,  time  better 
organized. 

(5),  Housing  facilities  of  training  school  should  be  im- 
proved, t 

(6).  More  consideration  should  be  given  to  the  individual 
child. 

E.  Fourth  Grade. 

(1).  Need  a  well-developed  and  full  course  of  study  for 
each  grade.  A  study  of  the  best  school  systems  of  the  United  States 
should  be  made  before  working  out  a  course  for  our  own  training 
school.  There  should  be  no  gap  between  the  work  of  the  successive 
grades. 

(2).  The  text  books  and  supplementary  books  need  to  be 
revised.     Proper  and  modern  equipment  should  be  put  in. 

(4).     Revision  of  courses  for  prospective   teachers. 

The  number  of  student  teachers  to  each  room  should  be 
limited  so  as  to  enable  the  training  teacher  to  do  half  of  the  teach- 
ing and  to  supervise  the  daily  v;ork  cf  each  student  teacher.  Student 
teachers  then  observe  only  the  training  teacher. 

(4).  Observation  and  methods  should  precede  teaching. 
Two  terms  of  teaching  should  be  required  after  the  observation  and 
methods  courses  have  been  completed.  For  critics  and  supervisors 
a  third  term  of  supervision  with  practical  work  undjr  the  direction, 
of  an  expeit  in  this  work  should  form  another  couise. 

(5).  All  students  should  be  given  an  opportunity  to  d» 
some  work  in  every  department  even  in  the  departments  of  music 
and  art. 

F.  Fifth  Grade. 

I  believe  that  an  organization  such  as  I  understand  is  be- 
ing used  in  Los  Angeles  Normal  school  would  be  ideal  for  solving 
many  of  our  difficulties.  As  I  understand  it,  there  are  training 
teachers  who  are  responsible  for  the  progiess  of  the  pupils  and  the 
practice  teachers;  and  supervisors  of  the  different  subjects  who  are 
responsible  for  the  unity  of  the  course  in  any  given  subject  through- 
out the  eight  grades.  This  arrangement  I  chink,  would  give  one  an 
opportunitv  to  do  one's  particular  bit  well. 

G.  Sixth  Grade. 

While  I  am  very  much  in  sympathy  with  system  and  or- 
ganization, emphasis  should  not  be  upon  system  for  the  sake  of 
system.  "Systems  of  writing,"  "systems  of  spelling,"  "systems  ©/ 
reading,"  et  cetera  have  a  tendency  to  choke;  emphasis,  it  seems, 
should  be  upon  growing  needs,  individual  and  group  development 
based  upon  the  functional  viewpoint. 
H.     Seventh  Grade. 

(1).     More  system  throughout  the  grades. 

(2).  Student  teachers  should  teach  in  more  than  one  grade. 
Primary  teachers  should  have  training  in  all  the  primary  grades 
Grammar  grade  teachers  should  have  training  in  all  the  uppei 
grades.  If  they  have  this  training  .more  positions  will  be  open  to 
them. 

I.     Director. 

I  hope  to  bring  about  changes  in  the  following  directions: 
The  Training  School  should  approach  more  nearly  to  that  type  of 
schools  in  which  our  teachci's  will  teach  when  they  leave  us;  im- 
proved class-room  instruction;  a  better  planned  curriculum  which  is 
to  be  definite  but  flexible;  a  systematic  plan  for  observation,  teach- 
ing, and  conference  on  the  part  of  student  teachers;  a  better  daily 
program,  definite  but  flexible;  a  sliding  program,  providing  op- 
portunity  for   a   wide   range   cf   subjects   to   be   taught   by   student 

—55— 


teachers;  about  60  per  cent  of  the  clas«;-room  teaching  to  be  done 
by  the  training  teachers  at  times  when  student  teachers  can  be 
present  for  observation;  the  number  of  student  teachers  assigned 
to  one  training  teacher  to  be  limited  to  the  number  her  program 
can  accommodate;  to  make  the  training  school  a  model  school  where 
the  highest  typo  ^f  work  is  done;  more  modern  methods  of  school 
organization;  definite  standards  for  judging  class-room  instruction; 
better  socialization  of  class  work;  higher  standards  for  the  work 
of  children  in  the  class-room;  the  Director  of  the  Training  School 
should  be  more  closely  connected  with  College  heads  of  departments 
for  immediate  advice  and  expert  counsel;  more  rational  research 
\vork,  and  sane  experimentation  without  injury  to  pupils;  a  Junior 
High  School  should  be  provided  at  the  earliest  possible  date. 

Heretofore  there  had  been  little  organization  or  supervision  on  the 
part  of  the  Director  and  a  great  deal  of  individual  initiative  on  the 
part  of  each  training  teacher.  Under  such  organization  or  lack  of 
organization,  as  would  be  the  situation  in  any  institution,  a  few  teachers 
of  the  Training  School  have  not  taken  their  responsibility  seriously. 
Under  such  circumstances,  then,  an  administrator  tends  to  go  to  the 
other  extreme  of  being  too  severe  and  of  condemning  the  entire  teach- 
ing force  for  the  "sins"  of  a  few.  This  v'ery  thing  has  probably  re- 
sulted in  consequence  of  which  the  Training  teachers  are  being  over- 
worked, as  they  have  indicated  time  and  again  in  their  replies  to  this 
questionnaire. 

The  Director  in  a  communication  to  the  President  has  expressed  his 
policy  with  regard  to  the  above  situation.  After  shov.'ing  that  "the 
Training  Teachers  are  carrying  a  far  greater  load  than  members  of  the 
faculty  usually  carry,"  with  their  "methods  class  the  first  hour  in  the 
morning,  the  highest  type  of  class  room  v/ork,  (thru  the  day),  together 
with  the  training  of  eight  to  twelve  student  teachers,"  he  says: 

"The  impression  has  gone  abroad  in  the  past  that  our  Training 
Teachers  have  shii'ked  their  responsibility  by  placing  both  classroom 
instri-iction  and  teacher's  training  in  the  hands  of  student  teachers.  In 
rectifying  this,  we  should  be  careful  not  to  overdo  the  matter  in  the 
opposite  direction.  My  policy  would  be  to  deal  harshly  with  the  in- 
dividual training  teacher  who  shirks  her  responsibility  rather  than  with 
tie  whole  corps,  thus  working  an  injustice  upon  the  teachers  who  have 
always  been  conscientious  and  should  be  exonerated  from  any  charge 
that  might  come  from  general  criticism  growing  out  of  a  few  individual 
cases." 

In  this  connection  the  Director  has  certainly  taken  the  proper  atti- 
tude. It  is  a  sign  of  weakness  on  the  part  of  any  administrator  to  quar- 
rel with  the  entire  group  of  teachers  or  students  in  order  to  coerce  the 
few;  or  to  demand  of  all  teachers  many  details  and  increased  require- 
ments in  order  to  reach  the  few  who  will  not  take  responsibilities  serious- 
ly, otherwise. 


—56— 


i 


VI.    THE  STUDENTS'  CONTACT  WITH  AND  ACTUAL  PARTICIPA- 
TION IN  THE  TRAINING  DEPARTMENT. 

"One  learns  to  do  by  doing"  is  a  maxim  as  old  as  Pestalozzi.  If  one 
believes  this  maxim,  it  is  likely  he  will  also  conclude  that  one  learns  to 
teach  by  teaching.  It  is  well  to  remember,  however,  that  if  this  principle 
be  applied  literally  as  stated,  teaching  in  rhe  rui'al  school  without  super- 
vision becomes  as  effective  as  to  teacii  under  the  supervision  of  expert 
training  teachers.  Few  persons  interested  in  teacher  training,  whether 
training  teachers  or  instructors  in  other  departments  will  agree  that 
this  is  true.  The  degree  to  which  teachers  believe  that  students  learn 
to  teach  by  teaching  is  a  matter  of  difference  of  opinion  nevertheless. 

As  has  been  inferred  already,  training  teachers  and  other  teachers 
in  teacher-training  institutions  have  erred  materially  in  underestimating 
the  value  of  the  work  of  the  other  group.  Often  training  teachers  have  felt 
that  their  work  is  the  really  important  part  of  teacher-training  prepara- 
tion; they  sometimes  think  that  they  are  the  only  members  of  the  faculty 
who  have  had  practical  teaching  experience  and  that  the  theory  courses 
are  not  of  great  value  in — sometimes  even  detrimental  to — the  best 
preparation  for  teaching.  They  believe  that  one  leai'ns  to  teach  only 
by  teaching.  On  the  other  hand,  teachers  -of  "academic"  courses  believe 
that  any  one  can  teach  if  he  has  the  knowledge,  while  the  teacher 
of  psychology,  the  principles  of  education,  etc.,  may  place  too  much 
emphasis  upon  "theory"  and  too  little  on  "practice." 

It  is  important  that  each  of  these  groups  understands  the  point  of 
view  of  the  other.  Professor  H.  W.  Nutt,  (1)  has  given  certain  principles 
of  methods  which  justify  the  work  of  the  teacher  of  subject  matter 
and  principles  of  education,  as  well  as  the  work  of  the  training  teacher 
in  demanding  observation,  lesson  plans  and  the  like.  The  first  principle 
"is  that  the  supervisor  and  the  teachers  who  work  under  his  direction 
must  possess  common  knowledge  and  hold  common  points  of  view,"  (2) 
if  teaching  under  supervision  ii  to  be  made  a  cooperative  enterprise,  as 
Professor  Nutt  suggests  it  should  be.  He  says:  "If  the  student-teacher, 
or  the  regular  teacher,  is  lacking  in  knowledge  of  fundamental  facts  and 
principles,  he  cannot  understand  the  suggestions  of  the  supervisor."  (3) 

In  discussing  the  second  principle,  "that  one  learns  to  teach  by 
teaching"  the  author  says  "The  first  interpietation  of  this  principle 
is  that  one  learns  not  merely  by  doing  but  by  correct  doing.  What, 
then,  is  the  first'  step  in  correct  doing  ?  The  psychological  answer  is 
that  one  takes  the  first  step  in  correct  doing  when  he  goes  through  the 
mental  performance  of  doing  the  act  in  anticipation  of  the  actual  per- 
formance of  the  act.  This  mental  doing  of  the  act  is  carried  on  first 
through  the  mastery  of  the  theory  or  the  principles  involved  in  the  cor- 
rect doing  of  the  particular  act.  The  teacher  vv'ho  attempts  to  learn  to 
teach  by  actual  teaching  acts,  without  a  period  of  mental,  imaginative 
teaching,  has  no  standard  or  background  against  which  to  project  the 
actual  teaching  performance;  hence  he  has  little  opportunity  for  know- 
ing when  he  is  improving  and  when  he  is  deteriorating. 

" On  the  other  hand,  the  teacher  v\^ho  is  constantly  going  through 

a  warming  up  period  of  imaginative,  mental  doing  of  the  teaching  per- 
formance becomes  saturated  with  the  principles  of  coriect  doing,  and  can 
readily  recognize  how  well  the  actual  act  of  teaching  measures  up  to  the 
more  perfect  imaginative  standard."     (4) 

The  teacher  who  has  taught  before,  and  even  he  who  has  done  this 
imaginary  teaching,  may  have  incorrect  habits  which  must  be  broken 
up.  Ordinarily  the  classes  in  principles  of  education,  in  methods,  or  even 
in  actual  observation  of  excellent  teaching  will  fail  to  eliminate  these 
errors.  Only  through  teaching  under  diiection  can  these  incorrect  habits 
be  eliminated,  probably.  So  one  sees  the  justification  of  the  various 
courses  in  subject  matter,  psychology,  principles  of  education,  etc.,  as 

—57— 


well  as  observation,  demonstration  teaching,  and  actual  practice  teaching. 
It  should  be  understood  in  this  connection,  however,  as  has  been  men- 
tioned before,  that  there  ii  no  place  for  a  poor,  ineffective  teacher  in  a 
teacher-training  institution  regardless  of  what  he  is  teaching.  A  student 
shoukl  have  an  opportunity  to  observe  expert  teaching  in  every  class  he 
has  in  College.  It  is  needless  to  say  then,  as  has  been  said  before  that 
the  training  school  should  not  and  doeo  not  have  a  "corner"  on  the  good 
teaching  in  the  institution.  But  it  is  well  for  persons  who  teach  psy- 
chology, principles  of  education,  principles  of  teaching,  courses  in 
methods,  etc.,  to  remember  that  they  should  be  "living  models"  of  the 
principles  they  teach.  It  is  also  well  for  them  to  remember  thut  the 
study  of  those  "theory"  cour.^es  may  have  either  no  influence  or  an 
unfortunate  influence  upon  later  practice.  The  influence  of  such  courses 
depends  largely  upon  both  material  and  the  manner  of  presentation. 

Need  for  Study  of  Relative  Value  of  Courses  in  Teacher  Training, 

In  this  connection,  it  would  be  well  for  both  teachers  in  the  training 
school  and  instructors  in  the  College  proper  to  make  such  studies  as  have 
been  made  by  Merriam  (5),  and  the  survey  committees  for  the  survey 
of  the  Wisconsin  Normal  Schools  (6),  and  the  Missouri  Normal  School? 
(7).  Meriiam  shows  that  there  is  a  higher  correlation  between  class 
standing  in  practice  teaching  and  success  in  teaching  than  between  suc- 
cess in  teaching  and  any  other  normal  school  course,  and  that  psychology 
stands  next  to  practive  teaching  in  this  correlation.  In  the  survey  of  the 
Wisconsin  Normal  Schools,  an  effort  was  made  to  reveal  the  extent  to 
which  "psychology  and  pedagogy  as  taught  in  the  normal  department 
helped  students  in  their  teaching  in  the  training  school."  "Of  the 
sixty  persons  replying  to  the  question — 

"18.3  per  cent*  state  that  psychology  and  pedagogy  help  the  students 
in  their  practice  teaching. 

"66.fi  per  cent  state  that  these  subjects  do  not  help  them  or  that 
the  help  is  flight. 

"15.1  per  cent  state  that  they  arc  unable  to  judge." 

The  committee  which  surveyed  the  Missouri  Normal  Schools  re- 
ceived responses  from  one  hundred  isixty  three  "experienced  Missouri 
teachers  as  to  elements  in  their  preparation  to  which  they  were  chiefly 
indebted." 

"In  the  following  account  the  wording  of  the  questionnaire  is  re- 
tained, but  the  order  of  topics  is  that  of  the  choice  expressed  in  the 
replies. 

"I.  Which  kind  of  preparation  has  contributed  more  to  your  suc- 
cess as  a  teacher: 

1,  Preparation  in  various  ways  in  the  light  of  experience  (91), 
or 

2.  Training  received  in  Normal  School  or  College  before  taking 
a  regular  position  (G.-S). 

Note:   On  this  question  the  decision  in  favor  of  the  first  was 
reversed   by   the   university   graduates    (29)    considered   alone   to   a 
majority  of  one  in  favor  of  the  second. 
"II.     Which  group  of  courses  has  been  of  greater  benefit  to  you: 

1.  Academic  courses  in  subject  matter  to  be  taught  (95),  or 

2,  Professional  courses  in  theory,  history,  and  practice  of  edu- 
cation  (63). 

"III.  Number  the  following  courses  in  the  order  of  their  practical 
helpfulness  in  your  present  work. 

Ranking 

1.  Courses  in  special  method  in  subjects  you  are  teaching 1.805 

2.  Courses  in  general  method  or  principles  of  teaching 1,644 

3.  Courses   in  psychology   1.591 

4.  Practice  Teaching  with  supervision 1,444 

—68— 


5.  Courses   in  school  administration  1.442 

6.  Courses  in  school  management 1.351 

7.  Observation  of  teaching  with  discussion 1.270 

8.  Courses  in  particular  city  or  state  courses  of  study .248 

9.  Courses   in   history   of   education   .168 

lO.     Other  professional  courses .000" 

(8) 
It  will  be  noticed  that  these  studies  do  not  agree  in  the  relative 
importance  attached  to  the  various  subjects.  These  differences  may 
be  due  to  the  importance  attached  to  vai-ious  subjects  as  elements  in 
teacher  training  in  the  states  or  schools  studied.  A  more  thorough 
study  of  the  various  subjects  should  be  made  so  that  a  decision  as  to 
importance  of  each  subject  in  teacher  training  could  be  reached. 

Professional    Subjects   required   in    Teachers    Colleges. 

It  is  in  the  belief  that  subjects  other  than  actual  observation  and 
teaching  are  valuable  as  preparation  for  teaching,  that  most  teacher- 
training  institutions  have  required  courses  in  psychology,  the  history  of 
education,  school  management,  general  methods  or  principles  of  teach- 
ing, special  methods,  etc.  The  Carnegie  report  shov.-s  that  in  the  Mis- 
souri normal  schools,  an  introductory  course  in  "general"  psychology 
is  required  in  all  and  another  course  in  child  study  is  required  in  two  of 
them;  that  "a  course  in  the  history  of  education  is  presci'ibed  for  the 
two-year  curriculum  in  both  of  the  city  training  schools  (Kansas  City 
and  St.  Louis)  and  in  all  of  the  state  normal  schools  except  Cape 
Girardeau";  (9)  some  course  in  general  method  is  offered  in  most  of 
the  schools;  and  thf  t  "under  one  name  or  another  a  course  in  school 
management  is  required  in  the  two-year  curricula  of  all  of  the  schools 
except  Kirksville."     (10) 

The  following  subjects  are  required  in  practically  all  of  the  fourteen 
curricula  outlined  in  the  1917-18  Year  Book  of  Colorado  State  Teachers 
College : 

Library  Science 1  hour 

Education  ll-Principles  of  Education 4  hours 

Educational  Psychology  2-Educational  Psychology 4  hours 

Biology  2 — Bionomics 4  hours 

Sociology  3 — Educational  Sociology 4  hours 

English  4 — Functional  English 4  hours 

Observation,  Methods  and  Teaching 8-15  hours 

Physical  Education   (with  or  without  credit) 

Aside  from  the  above  subjects,  the  requirements  in  the  two-year 
curricula  for  the  four  "training  school  courses"  follow:   (11) 

Educational  Psychology  1-Child  Hygiene 2  hours 

Training  School  33-Plays  and  Games  for  Kindergarten 3  hours 

Training  School  15  or  Si-Lit.  and  story  telling  for  Kinder- 
garten and  Primary 3  hours 

Training  School  5  or  6-Primary  Methods 4  hours 

Training  School  32-Construction  in  Kg.  &  Pi'im.  Grades 4  hours 

Training   School  37 — The  Kindergaiten  Program 4   hours 

The  Kindergarten  Course. 

Art  1 — Elementary  Drawing  and  Design 3  hours 

Music  3 — Kg.  and  Primary  Music 4  hours 

Physical  Education  7-Folk  Dancing 2  hours 

Physical  Education  6 — Singing  and  rhythmic  games 2  hours 

Electives    26   hours 

Note — Kindergarten   students  must  take   adequate  piano  work   un- 
less they  have  previously  had  its  equivalent. 
The  Primary  Grades  Course. 
Training  School  5 — Primary  Methods 4  hours 

—59— 


Training  School  6 — Primary  Methods 4  hours 

Training  School  83 — Plays  and  Games  for  Children 3  hours 

Training  School  1 — Observation  and  Methods 4  hours 

Training  School  3 — Elementary  School  Supervision 3  hours 

Black  Board  Drawings 2  hours 

Training    School    15 — Story   Telling   2   hours 

Zoology  5 — Bird   Study   4  hours 

Oral  English  3 — Appreciation  of  Literature 2  hours 

Art  1 — Elementary  Drawing  and  Design 2  hours 

Training  School  32 — Construction  in  Kg.  and  Prim.  Grades  2  hours 

Physical  Education  7 — Folk  Dancing 2  hours 

Electives   24   hours 

Intermediate  and  Grammar  Grades  Course. 

Ti-aining  School  1 — Observation  and  Methods 4  hours 

Select  two  from  the  following: 

Training  School  7 — Third  ^nd  Fouith  Grades  Methods 
Training  School  8 — Fifth  and  Sixth  Gi'ades  Methods  • 

Training  School  9 — Grammar  Grades  Methods 6  hours 

Training  School  11  3  hours 

First   Aid   1   hour 

Psychology    4 — Psychology    of    Elementary    Sch.    Subjects    4    hours 

Physical  Education  5,  7,  8,  or  12 2  hours 

Select  12  hours  from   the  following: 

Georgiaphy  12 — The  Teaching  of  Geography 2  hours 

Oral  English  9 — The  Teaching  of  Reading 2  hours 

Methods  8 — The  Teaching  of  Arithmetic 2  hours 

Nature  Study,  Agriculture  or  Zoology  5 3  hours 

History  13 — ^The  Teaching  of  History 2  hours 

History  26 — The  Teaching  of  Civics 2  hours 

Music  2 — The  Teaching  of  Music 2  hours 

Public  Speaking  or  Story  Telling  13 3  hours 

Electives    31    hours 

County  Schoals  Course. 

Education    25 — Rural    School    Curriculum   and    Community    3   hours 

Education  6 — County  Schools  Methods 3  hours 

Nature  Study 3  hours 

Geography  12 — The  Teaching  of  Geography 2  hours 

Mathematics  8 — The  Teaching  of  Arithmetic : 2  hours 

History  13 — The  Teaching  of  History 2   hours 

Oral  English  9 — The  Teaching  of  Reading 2  hours 

Agriculture   4  hours 

Public  Hygiene  5 4  hours 

Elementary  Woodwork . 4  hours 

Household  Science  and  Art  (Elective  for  men) 4  hours 

Electives 33   hours 

It  -will  be  seen  that  special  methods  courses  feature  the  above  cur- 
ricula. No  history  of  education  or  school  management  is  required  and 
a  comparatively  small  amount  of  other  work  in  education  or  psychology 
is  prescribed.  Neither  is  there  designated  anywhere  any  order  in  which 
the  prescribed  subjects  shall  be  taken,  Ordinarily  sociology  and  biology 
are  taken  by  students  the  first  year,  while  the  courses  in  education, 
psychology,  and  teaching  are  taken  during  the  second  year.  Training 
School  1,  Observation  and  Methods,  a  course  intended  to  be  preparatory 
for  teaching,  is  ordinarily  taken  either  the  third  quarter  of  the  first 
year  or  (more  likely)  the  fii-st  quarter  of  the  second  year.  It  is  intended 
that  the  student  shall  take  this  course  cither  during  the  cjuarter  in  which 
he  begins  his  practice  teaching  or  the  preceding  quarter. 

—60— 


Amount  of  Observation  and  Teaching  Required 

As  has  been  suggested  the  amount  of  teaching-  lequired  in  various 
<;urricula  varies  from  eight  to  fifteen  hours.  In  order  to  gain  eight 
hours  credit  in  teaching  the  student  is  required  to  teach  or  observe  or 
do  both  fifty  minutes  a  day,  five  days  a  week  for  two  cjuarters  of  twelve 
weeks  each.  Consequently,  the  minimum  number  of  hours  actual  teach- 
ing is  50x.5xl2x2-^60  or  100  hours,  the  minimum  set  by  such  authoi-ities  as 
Judd  and  Parker.  This  is  the  minimal  amount  required  in  Colorado  State 
Teachers  College.  In  some  curricula  a  much  greater  time  is  required. 
Furthermore  a  considerable  number  of  students  elect  additional  hours 
of  teaching.  For  instance  of  the  198  teachers  doing  practice  teaching  in 
the  elementary  training  school  during  the  Winter  Quarter  1917-18,  94 
were  teaching  their  fir^t  quarter;  81  or  41  per  cent  of  the  entire  numbei 
were  teaching  their  second  quarter;  9  or  4^,12  pei-  cent  were  teaching  their 
third  quarter;  while  8  were  teaching  their  fourth  quarter;  2  were  teach- 
ing their  fifth  quarter;  2  were  teaching  their  sixth  quarter;  one  her 
seventh  quarter;  and  one  her  ninth  quarter.  If  this  quarter  is  indicative 
of  the  number  of  students  who  teach  more  than  the  minimum  number 
of  flours,  students  in  the  Elementary  School  average  about  124^/2  hours 
student  teaching.  Students  who  teach  in  the  rural  Demonstration 
Schools  fulfill  the  minimal  requirement  as  set  forth  by  Judd  and  Parker 
in  the  one  quarter.  They  teach  in  r.  regular  country  school  for  four 
weeks,  teaching  all  day  for  the  full  twenty  days,  for  which  they  receive 
4  hours  credit.  Beside  this  teaching,  they  do  another  quarter  of  student- 
teaching  in  the  Elementary  training  school.  Consequently  teachers  pre- 
paring for  rural  school  work,  up  to  36,  the  number  which  can  be  accom- 
modated in  these  demonstration  schools,  secure  about  170  hours  teach- 
ing  and    obser\'ation,   in   fulfilling   the   eight   hour   requirement. 

There  has  been  some  tendency  on  the  part  of  certain  training 
teachers  to  assign  elective  teaching  to  majors  in  their  grade  even  be- 
fore those  who  have  not  had  the  required  am.ount  of  teaching,  have  been 
provided  for.  In  a  letter  to  President  Crabbe,  the  Dii-etcor  of  tlie  Train- 
ing School  recommends  "that  a  third  quarter  may  be  taken  as  an  elec- 
tive, the  same  as  any  other  college  elective.  However  elective  teaching 
shall  not  be  permitted  until  all  applicants  have  received  the  requirement 
of  two  quarters  of  teaching."  Several  teachers,  including  the  Director, 
have  recommended  "that  the  number  of  student  teachers  per  training 
teacher  be  limited  to  the  number  her  daily  program  will  accommodate." 
This  becomes  impossible  of  course,  so  long  as  those  taking  elective 
teaching  are  given  preference  ever,  or  even  equal  chances  with,  those 
teachers  Vv^ho  have  not  ^.'et  had  the  required  amount  of  teaching.  With 
the  facilities  at  present,  it  becomes  almost  impossible  to  place  a  definite 
limit  upon  the  number  of  student  teachers  per  training  teacher. 

Majors  are  expected  to  teach  in  their  major  grades.  These  major 
students  are  not  equally  distributed  through  the  grades.  Even  if  there 
were  an  even  distribution,  the  number  of  student- teachers  13  too  great 
for  the  number  of  pupils,  and  for  the  number  of  training  teachers  and 
supervisors. 

It  is  a  difficult  matter  sometimes  to  plan  work  for  all  teachers 
making  application  for  student  teaching.  Under  such  cirr>umstances,  it 
is  indeed  difficult  then  to  limit  the  number  of  student  teachers  to  each 
training  teacher.  The  following  data  on  the  number  of  teachers  enrolled 
for  student  teaching  in  the  various  grades  and  for  special  subjects  for 
the  Winter  Quarter  (1917-18)  show"  something  of  the  crowded  conditions 
and  the  difficulties  of  the  training  teachers  in  the  Elementary  School. 

The  teachers  are  distributed  as  fellows: 

—61— 


No.  Teachers      Enrollment 
for  grade 

Eighth   Grade   13  49 

Seventh    Grade    10  40 

Sixth  Grade 15  38 

Fifth   Grade  15  23 

Fourth    Grade    12  28 

Third    Grade    18  30 

Second    Grade    19  37 

Fir3t   Grade   18  41 

Kindergarten   8  61 

Playground    • 19 

Music   13 

Cooking  12 

Sewing    9 

Typewriting    4 

Manual  Training . 4 

Bookbinding   1  ^ 

Physics    ' 1 

Printing    1 

Art   6 


198  347 

This  is  the  only  quarter,  for  which  there  are  exact  data  as  to  the 
number  of  student-teachers  in  the  training  school,  but  the  Director  in  a 
communication  to  the  President  says  "From  present  indications,  we  shall 
have  a  larger  number  of  applications  for  practice  teaching  next  (the 
Spring)  quarter  than  Wc-  have  had  this  quarter."  It  will  be  noted  that 
for  the  above  quarter  there  were  twenty  five  more  than  half  as  many 
•students  doing  practice  teaching  as  thei-e  were  pupils  in  the  Elementary 
school.  It  should  be  noted,  also,  that  198  is  the  exact  number  of  students 
teaching  in  the  Elementary  training  school  during  the  Winter  Quarter 
while  347  is  the  total  enrollment  for  the  school  for  the  entire  three  Quar- 
ters. It  is  not  difficult  to  see  the  crowded  conditions  when  one  has  the 
estimate  of  Judd  and  Parker  on  "the  numbers  of  children  which  will 
accommodate,  annually  certain  numbers  of  practice  teachers  in  special 
training  school  buildings."   (12) 

They  say  that:  "300  children  w'ill  accommodate  40  to  90  teachers." 
"400  children  will  accommodate  53  to  104  teachers." 
Then  347  children  would  accommodate  from  46  to  97  teachers.  It 
will  be  seen  that  student  teaching  is  piovided  for  70  students,  in  special 
subjects,  while  128  teach  in  the  regular  grades.  In  the  fifth  grade  with 
an  enrollment  of  23,  fifteen  teachers  are  accommodated  or  at  any  rate 
exposed  to  the  type  of  accommodations  offered;  while  in  the  kindergarten 
with  an  enrollment  of  61,  eight  teachers  received  student  teaching.  In 
the  foiTner  instance  there  were  two  student  teachers  for  each  giOup  of 
three  children,  while  in  the  latter  case  there  were  two  teachers  for  each 
group  of  fifteen  children. 

It  is  difficult  to  determine  just  how  many  pupils  are  needed  in  the 
Elementary  training  school  to  accommodate  the  students  who  make  ap- 
plication for  teaching  in  the  school,  because  of  lack  of  data.  Candidates 
for  the  Master's  degree  are  required  to  have  satisfactory  teaching 
experience  and  under  certain  conditions  are  required  to  teach  in  the 
training  school.  Candidates  for  the  degree  of  Bachelor  of  Arts  in 
Education  are  required  to  teach  one  quarter  in  addition  to  the  eight 
hours  (two  or  thiee  quarters)  required  for  the  first  two  years  work 
leading  to  the  Life  Diploma.  Many  of  these  candidates  elect  more 
than  the  one  quarter.  Some  of  them  do  their  student-teaching  in  the 
Industrial  High  School,  while  others,  who  are  not  to  teach  in  the  high 
school  after  graduation,  teach  in  the  Elementary  school.  Furthermore 
some  of  the  graduates  from  the  two-year  course  do  their  student-teaching 

—62— 


in  the  rural  Demonstration  schools,  while  some  persons,  because  of 
successful  teaching  experience  are  excused  from  some  "practice"  teach- 
ing. All  of  these  factors  make  it  almost  impossible  to  make  an  estimate 
of  the  requirements  for  accommodations  during  the  year. 

In  the  spring  of  1918  there  were  graduated  from  the  two-year 
course  approximately  344  students;  88  from  the  three-year  course;  96 
from  the  four-year  course  being  granted  their  degree,  Bachelor  of 
Arts  in  Education;  and  11  were  granted  their  degree  of  Master  of  Arts 
in  Education.  In  the  Winter  Quarter  about  20  of  the  total  198  students 
teaching,  were  Senior  College  students  (those  having  done  more  than 
two  years  of  woik.)  There  was  provision  for  36  students  in  the  rural 
Demonstration  schools  during  the  year,  while  the  Industrial  High  School 
could  easily  provide  for  any  number  of  the  Senior  College  students  mak- 
ing application.  Granting  that  the  Industrial  High  School  and  rural 
Demonstration  school.=  cared  for  a  number  equal  to  the  Senior  College 
group,  then  the  Elementary  school  would  have  to  provide  for  the  344 
who  were  graduated  from  the  tvv'o-year  course.  But  since  this  344 
includes  those  students  who  finished  their  work  during  the  Summer 
Quarter  1916-17  probably  not  more  than  280  students  were  accommodat- 
ed during  the  regular  year  1917-18.  According  to  Bagley's  foz-mula  (13) 
but  using  forty  instead  of  thirty  as  the  approximate  number  of  recita- 
tion units  per  week,  the  number  of  children  needed  in  the  Elementary 
school  to  accommodate  these  280  student-teachers  is  910  instead  of  the 
present  enrollment  of  347.  If  Bagley's  exact  formula  were  used  1138 
pupils  would  be  required. 

A  comparison  of  facilities  in  Colorado  State  Teao-iiers  College  with 
those  in  certain  other  schools  which  are  limited  to  Midependent  practice 
schools  is  interesting.  The  data  for  the  schools  other  than  Colorado 
State  Teachers  College  were  secured  from  the  .'urvey  of  the  Missouri 
Normal  Schools.  (14)  The  schools  are  arranged  in  the  order  of  their 
opportunity  for  student  teaching  from  the  poorest  to  the  best.  All  fall 
short  of  standard  conditions. 

Collegiate  Pupils  Ratio  students 

School  enrolli'ient         Available       to  pupils. 

Kirksville,  Mo.   530  145  1   :  0.27 

Cape  Girardeau,  Mo. 432  161  1   :  0.37 

Springfield,   Mo.   607  245  1   :  0.40 

Greeley.    Colo.    (15)    784  347(15)     1   :  0.44 

Maryville,   Mo.    200  104  1   :  0.52 

Whitewater,    Wis.    374  211  1   :  0.55 

Warrensburg,  Mo. 514  325  1   :  0.63 

Greeley,  Colo.   (16)   784  551(16)     1   :  0,70 

Valley  City,  N.  D. 327  259  1   :  0.79 

Greeley,  Colo.   (17)    784  892(17)     1   :  1.14 

Another  interesting  comparison  is  with  the  data  collected  by  Kelley 
and  Scott  (18)  from  sixty-eight  normal  schools.  These  writers  con- 
clude : 

"The  institution  giving  about  the  median  amount  of  emphasis  to 
training  school  work  is  one  which, 

"1.       Has  about  1.6  times  as  many  students  in  grades  13  and 
14  as  in  grades  1  to  8; 

"2.     Has  about  2.2  times  as  many  children  in  the  training  school 
as  students  teaching  during  the  year; 

"3.     Has  about  five  and  a  half  times  as  many  members  in  the 
entire  faculty  as  in  the  training  school  faculty;  and 

"4.     Requires  about  one  hundred  sixty  hours  of  student  teach- 
ing for  graduation." 

Colorado  State  Teachers  College  has  more  than  1.8  times  as  many 
students  in  the  first  two  years  of  College  as  in  grades  1  to  8,  not  in- 
cluding the  204  pupils  enrolled  in  the  foui-  rural  demonstration  schools; 
it  has  about  1.2  times  as  many  children  in  the  training  school  as  studentj 

—63- 


teaching  during  the  year;  it  has  about  seven  times  as  many  members 
in  the  entire  faculty  as  in  the  training  school  faculty,  omitting  the  in- 
structors in  both  the  Industrial  High  School  and  the  Rural  Demonstra- 
tion schools  from  the  count;  and  it  requires  about  one  hundred  hours  of 
student  teaching  for  graduation. 

Including  all  practice  facilities  in  the  institution  which  is  hardly 
fair  because  of  the  fact  that  such  a  large  part  are  trained  in  the  Elemen- 
tary School,  the  pictui-e  is  much  better.  If  the  enrollment  in  the  rural 
schools  (204)  is  included,  the  school  has  but  1.2  times  as  many  students 
in  the  first  two  years  as  in  grades  1  to  8.  Including  the  enrollment 
in  all  three  departments — the  Industrial  High  School  (341)  th.>  Ele- 
mentary School  (347)  and  the  Rural  Demonstration  schools  (204)  — 
there  are  moi-e  than  twice  as  many  children  in  the  training  depaitment 
as  students  teaching  during  the  year.  Including  the  members  of  the 
faculty  of  all  departments  -of  teachei-  training,  there  are  only  three 
and  one-third  times  as  many  members  in  the  entire  faculty  as  in  the 
ti'aining  department  faculty. 

Still  another  comparison  is  worthy  of  consideration.  Wilson,  after 
studying  "practice"  teaching  requirements  in  forty-six  schools,  says: 
"In  the  nineteen  schools  for  which  the  proportion  can  be  definitely  as- 
certained, the  practice  teaching  varies  in  ambimfc  in  the  two-year  cur- 
ricula from  6. 25  per  cent  to  27  per  cent  of  the  total  credits  required  for 
graduation,  the  median  f^r  the  nineteen  being  11.57  per  cant."  (19) 
In  Colorado  State  Teachers  College  the  requirements  vary  from  8.33  per 
cent  to  12.5  per  cent  of  the  total  credits  for  graduation. 

Amount  of  Time  Spent  in  Preparation  for  Student  Teaching. 

A  factor  which  should  be  considered  in  estimating  the  amount  of 
contact  the  student  has  with  the  training  department  is  the  amount  oi 
time  he  spends  in  preparation  for  his  teaching. 

Wilson  (20)  reports  a  study  made  at  Winona,  Minnesota  (21)  which 
lists  for  all  subjects  "the  average  minutes  of  study  for  each  subject  as 
reported  by  students."  For  the  Fall  term,  1914,  there  ibi  a  variation  of 
from  .^S  minutes  given  to  music  to  2  hours  20  minutes  given  to  the  pre- 
paration for  each  hour  of  teaching.  The  variation  for  the  Spring  term, 
1916,  runs  from  50  minutes  in  Sewing  and  Textiles  to  2  hours,  33  min- 
utes in  Teaching.  The  same  author  reports  a  study  of  "sixty-three 
seniors  in  Eastern  Illinois  State  Normal  School  who  were  doing  an 
hour  of  practice  teaching  and  carrying  three  other  subjects  each  day." 
He  shov/s  in  this  study,  also,  that  preparation  for  teaching  requires  much 
more  time  than  that  given  to  other  subjects.  Whereas  the  median  time 
for  the  eleven  subjects  or  groups  other  than  teaching  is  40-49  minutes 
the  median  number  of  minutes  spent  in  preparation  for  teaching  is 
100-109.  In  this  study,  al£o,  music  required  least  preparation,  the 
median  number  of  minutes  given  to  preparation  for  one  recitation  in 
this  subject  being  28-29. 

Mr.  Wihon  says:  "The  evidence  from  these  two  studies  shows  that 
a  scheduled  hour  of  practice  teaching  means  more  work  in  teaching 
than  a  scheduled  hour  of  normal  school  v\'ovk  does  in  the  subject  con- 
cerned by  a  margin  of  75  per  cent  at  Winona,  of  100  at  Charleston.  If 
the  situation  in  these  two  schools  is  typiral  of  the  condition  in  normal 
schools  generally,  credit  houis  of  teaching  required  do  not  give  an 
adequate  index  to  the  amount  of  work  involved  in  teaching  in  compari.son 
with  work  required  in  other  subjects.  Of  this  fact  persons  who  make 
normal  school  programs  and  administer  normal  school  credits  should 
take  cognizance."     (22) 

That  this  same  general  condition  exists  in  Colorado  State  Teachers 
College,  is  indicated  by  the  few  studies  which  have  been  made  along 
this  line.  The  Director  of  the  ti'aining  school  shows  that  an  average  of 
158  minutes  a  day  was  given  to  teaching  and  the  preparation  for  teach- 

—64— 


ing  duiing  the  Winter  Quarter  1917-18,  and  an  average  of  147  minutes 
during-  the  Spring  Quarter  of  the  same  year.  The  writer  made  a  brief 
study  which  tends  to  shew  that  the  time  given  to  subjects  of  the  "profes- 
sional core"  does  not  amount  to  the  above  figures  for  teaching.  In  the 
case  of  one  of  the  "coie"  subjects  the  time  given  to  preparation  was 
less  than  half  that  indicated  by  the  figures  given  above  for  teaching. 

Dr.  Heilman  (23)  has  made  the  most  careful  study  of  the  rela- 
tive amount  of  time  given  to  the  various  subjects.  He  shows  that  "for 
every  hour  of  teaching,  the  students  spent  about  .6  of  an  hour  moie  in 
preparation  than  in  preparation  for  an  hour  of  recitation.  Taking  the 
mean  as  a  basis  there  are  2  hours  of  pieparation  for  every  hour  of 
teaching,  but  there  are  only  1.4  hours  of  preparation  for  every  hour  of 
recitation.  From  this  it  follov\-s  that  the  student  who  is  engaged  in 
teaching  i3  carrying  a  much  heavier  load  than  the  one  who  does  not 
teach.  If  either  one  of  these  loads  is  adapted  to  the  capacity  of  the 
learner,  the  other  is  not.  Probably  some  readjustment  is  demanded  by 
the  situation." 

Dr.  Heilman  has  pointed  out  two  other  very  interesting  facts  con- 
cerning student  teaching.  He  has  shown  that  there  is  a  great  varia- 
tion of  time  spent  on  teaching  among  students  and  has  given  also  the 
relative  amount  of  time  given  to  conference,  observation  and  teaching. 
The  amount  of  titne  given  to  these  three  activities  is  almost  in  the  ratio 
of  2:3:4.  Abor.t  twice  as  much  time  is  given  by  the  student  to  actual 
teaching  as  to  conference  with  the  training  teacher  and  about  4-3  as 
much  time  to  actual  teaching  as  to  observation  of  the  training  teacher. 
With  regard  to  the  variation  in  observation  and  teaching  (the  two  taken 
together)  he  says,  "The  coefficient  of  variation  for  teaching  and  obser- 
vation combined  is  very  large,  .290.  This  large  variation  it  is  difficult 
to  explain  in  other  terms  than  gross  mismanagement,  especially  when 
we  compare  it  with  the  coefficient  for  recitations  which  is  only  .125. 
There  is  far  more  reason  for  uniformity  in  the  amount  of  teaching  than 
in  the  hours  spent  in  recitations,  because  teaching  takes  the  place  of  a 
four-hour  recitation.  The  distribution  for  observation  and  teaching 
shows  that  there  are  15  students  who  teach  and  observe  1  hour  and  that 
one  student  teaches  and  observes  8  hours.  This  single  case  may  be 
explained  on  the  grounds  of  double  teaching  which  is  sometimes  al- 
lowed, but  this  does  not  explain  why  11  students  should  teach  5  hours 
and  5  students  6  hours  out  of  a  total  of  47  students.  On  account  of 
these  wide  variations  where  practically  no  variation  should  occur,  I 
give  here  the  v\'hole  distribution  table  for  teaching  and  observation 
combined:" 

Clock  Hours  Frequencies 

1 5 

2 4 

3 9 

4 10 

5 11 

6 5 

7 2 

8 - 1 

Administration  and  Supervision  of  Student  Teaching. 

The  value  of  contact  with  the  training  department  and  of  the  time 
given  to  preparation  for  such  contact,  however,  is  largely  dependent 
upon  proper  administration  and  efficient  supervision  of  teacher  training 
facilities.  Although  in  previous  parts  of  this  survey  the  organization 
and  the  administiation  of  student  teaching  have  been  discussed,  it 
might  be  well  to  summarize  conditions  at  this  point. 

For  training  teachers  for  rural  schools,  there  are  four  one-teacher 
country  schools  within  a  radius  of  seven  milas  of  the  College.  Students 
who  anticipate  teaching  in  the  rural  school,  are  required  to  take  their 

—65— 


first  quaitei's  "practice"  in  the  1  raining  School  an>l  the  second  quar- 
ter in  the  Domonstiation  School.  They  may  elect  a  third  quarter  in 
the  Demonstration  School.  The  student-helper  (student  tjacher)  spends 
four  weeks  in  those  schools,  living  in  the  teacher's  cottage,  with  the 
legular  teachci-  of  the  school.  Four  hours'  credit  is  given  for  this  work, 
— a  total  of  120  hours'  woik.  Those  schools,  then  provide  for  36  of 
these  teachers  each  year.  The  student-helper  acts  as  an  assistant  to  the 
regular  teacher  and  is  allowed  to  assume  such  regular  duties  as  her 
capabilities  warrant.  These  student  teachers  are  always  under  the 
closest  supervision  of  the  regular  teacher  and  are  supervised  by  the 
Director  of  the  County  Schools,  heads  of  the  special  departments  of 
the  College  and  occasionally  by  the  county  superintendent. 

For  the  training  of  high  school  toachei  s  the  High  School  of  Indus- 
trial Arts  with  an  enrollment  of  341  furnishes  liberal  opportunities.  It 
is  intended  that  only  those  who  have  completed  the  first  _two  years  will 
teach  in  the  secondary  school  and  that  they  will  teach  but  one  quarter 
beyond  the  requirement  for  the  first  two  years.  As  a  matter  of  fact 
many  teacheis  who  are  still  in  their  second  year  teach  in  the  high 
school.  The  plan  calls  for  the  student  teacher  to  teach  during  the  first  quar- 
ter once  a  week  and  to  haml  in  two  or  more  lesson  plans.  The  second 
quarter,  she  teaches  twico  a  week  and  hands  in  two  lesson  plans,  and 
the  third  quarter  she  teaches  four  times  a  week  and  hands  in  four 
lesson  pl.?ns.  This  i.?  the  ideal  toward  which  the  principal  was  working. 
As  a  matter  of  fact  some  teachers  taught  Vv-ithout  supervision  from 
either  teachers  or  principal.  One  student  teacher  who  had  taught  two 
quarters  of  Latin,  and  who  was  an  excellent  student  of  Latin  was  asked 
to  tea.:h  two  classes  of  the  subject  during  one  quarter.  In  this  case 
she  was  practically  the  only  individual  who  was  really  capable  of  teach- 
ing Latin  and  those  in  charge  of  student  teaching  insisted  that  she  teach 
two  classes  during  the  one  quarter,  regardless  of  the  fact  that  she  had 
already  taught  two  quarters  in  the  saine  subject  and  would  probably 
receive  little  value.  The  student  asked  the  writer's  opinion  as  to  what 
should  be  done,  saying  that  she  had  been  "visited"  but  once  during  the 
two  previous  quarters  of  "practice"  teaching,  and  that  if  she  refused 
to  take  th.'se  classes,  .she  would  not  receive  the  proper  lecommendation 
from  the  parties  in  charge,  she  feaied.  This  may  or  may  not  have  been 
an  exceptional  case. 

The  ideal  toward  which  the  administration  of  the  Elementary  train- 
ing school  strove,  as  given  in  the  wor'ls  of  a  ti-aining  teacher,  follows: 

"What  is  known  as  'A  Sliding  Daily  Teaching  Program'  or  Orienta- 
tion Teaching  within  each  grade,  calls  for  each  student  to  teach  every 
day,  observe  the  training  teacher  teach  every  day,  and  to  have  a  sct 
regular  conference  period  with  the  training  teacher  every  day.  Then 
during  the  quarter  of  tv\'elve  weeks  each  student  teacher  is  to  teach 
within  one  grade  four  different  subjects,  or  at  the  end  of  each  three 
week-,  each  iej-cYic-v  is  assigned  a  nf^w^  subject  to  work  up  and  tea:h.  The 
subj  -cts  of  the  program  are  shifted  each  three  weeks  to  work  in  with 
the  teacher's  schedule.  For  example,  arithmetic  may  be  taught  at  8:50- 
9:20  the  first  thr.e  weeks;  at  11:00  to  11:30  the  second  three  weeks;  the 
third  three  weeks  at  1:30-2:00  and  the  last  three  weeks  fi'om  3:00- 
3:30.  All  other  subjects  are  shifted  likewise."  The  teacher  has 
diiect  charge  of  conditions  in  her  room;  the  Director  visits  cer- 
tain rooms  more  or  1  ss  frequently.  In  special  branches  such  as  art, 
music,  woodwoik,  cooking,  sewing,  and  some  phases  of  physical  training, 
the  supervi-sors, — the  h--:.d  or  other  member  of  these  various  departments 
in     the     college — woik     directly     with     the      stud.iut      teachers.  In 

these  branches  the  supcivisor  tpay  demand  special  preparation  of  the 
student  teacher  aside  from  the  requirement  of  the  training  teacher; 
or  the  supervisor  may  agree  that  the  plans  of  the  student  teachers  are 
to  be  approved  by  both  supervisor  and  training  toacher  before  the  lessons 
are  taught.     In  the  remaining  subjects,  th;;  work   is  done   through   the 

—66— 


iraininj?  teacher.  Student  teacneis  meet  the  training  teachers  in  their 
respective  rooms  for  a  regular  meeting  each  Monday  at  3:15,  except  on 
the  first  Monday  of  each  month  when  they  all  meet  with  the  director.  At 
these  meetings  problems  of  the  student  teachers  are  sometimes  dis- 
cussed; at  other  times  demonstrations  of  special  methods  are  given. 

It  has  been  the  practice  to  excuse  from  student  teaching,  those 
individuals  whose  experience  in  the  field  seems  to  warrant.  Further- 
more at  the  time  this  .=;urvey  was  made  it  was  the  practice  to  substitute 
observation  for  a  part  of  the  teaching  requirements  in  certain  instances. 
That  is,  the  entire  quarter  v:as  given  to  observation  instead  of  to  the  cus- 
tomary plan  of  observation  and  teaching  and  conference.  Then,  too,  the 
course  in  Training  School  1,  designed  as  a  preparation  for  student  teach- 
ing, was  intended  as  a  course  in  observation.  It  had  developed  into  a 
theory  course  at  the  time  of  this  survey  and  little  observation  was  car- 
ried on. 

A  furtlier  statement  of  the  general  plan  of  the  administiation  of 
student  teaching  in  the  Elementary  training  school  is  found  in  the  fol- 
lowing communication  to  all  training  school  teachers  from  the  Director. 

Training  School  Directions  for  Critic  Teachers 

The  critic  teachers  liave  a  double  obhgation  to  fulfill.  Their  first  duty  is 
to  see  to  it  that  the  children  are  well  taught;that  they  do  exceptionaiiy  high- 
type  school  work  in  each  subject;  and  that  they  form  good  habits  of  study. 
Their  second  duty  is  to  train  student  teachers  in  the  art  of  teaching. 

In  carrying  out  the  foregoing,  the  following  suggestions  are  offered  to  the 
critic  teachers.  During  the  first  few  days  of  eacli  term  the  critic  teacher  should 
do  most  of  tlie  class  room  teaching  in  order  to  pwt  the  school  in  a  good  work- 
ing attitude.  The  class  organizations  sliould  be  perfected.  The  mechanical 
technique  of  the  class  room  management  should  be  well  established.  Interest 
in  all  school  activities  should  be  in  evidence  and  the  pupils  should  come  to 
feel  tliat  the  critic  teacher  is  their  teacher  before  the  student  teacher  is  al- 
lowed to  take  charge  of  the  class. 

During  this  time  of  adjustment  the  student  teachers  should  be  observing 
the  critic  teacher  while  she  is  performing  this  important  task, — getting  the 
school  well  started  in  the  shortest  possible  time.  During  this  period  of  obser- 
vation the  student  teachers  should  write  up  lesson  plans  from  the  lessons  ob- 
served. They  should  determine  from  their  observations  liow  the  critic  teacher 
puts  into  operation  teacliing  principles.  Student  teachers  will  try  to  determine 
the  aim  of  the  teacher;  the  aim  of  the  pupils;  whether  or  not  the  subject  mat- 
ter is  gwen  for  knowledge,  skill  (drill)  or  attitude;  methods  and  devices  used 
by  the  critic  teacher  for  securing  interest;  how  she  secures  maximum  effort 
from  each  pupil  in  her  class,  etc. 

It  is  expected  that  during  this  period  of  observation,  student  teachers 
Will  form  good  standards  for  class  room  work;  and  that  they  will  form  definite 
notions  for  applying  these  standards  to  class  room  instruction.  The  student 
teachers  will  discuss  the  results  of  their  observations  with  critic  teachers  and 
Director  of  Training  School. 

After  the  children  have  been  brought  up  to  a  high  standard  of  school  work 
and  school  attitude,  the  student  teachers  who  have  made  the  best  showing  In 
observation  v.-ill  be  given  a  chance  to  try  out  their  plans  by  teaching  the  class 
under  the  supervision  of  the  critic  teacher  whose  duty  it  shall  be  to  keep  such 
close  supervision  over  the  practice  teaching  that  tlae  pupils  do  not  lose  any- 
thing whatsoever.  On  the  other  hand  the  quality  of  the  work  done  by  the 
children  should  continue  to  grow  better  and  better  during  the  entire  term, 
not   withstanding   the    fact    student   teachers   are    teaching   part   of   the    time. 

Gradually  the  teaching  will  be  placed  more  and  more  in  the  hands  of 
student  teachers  as  their  success  seems  to  warrant.  However,  no  student  shall 
continue  teaching  any  considerable  period  of  time  when  the  class  is  losing 
ground  under  her  instruction.  In  such  cases  the  student  teacher  shall  spend 
more  time   in  observing  and  studying  teaching  methods.     Children   must   never 

—67— 


suffer  loss  in  their  work.  How  to  supervise  the  work  of  the  inexperienced 
student  teacher  without  loss  to  children  is  one  of  tlie  most  difficult  but  vital 
problems  confrontinj?  the  critic  teacher,  and  requires  the  greatest  skill,  tact, 
and  judgment   on   lier  pail. 

Under  the  above  plan  it  will  be  necessary  for  critic  teachers  to  be  piesent 
In  their  rooius  most  of  the  timo  when  student  teachers  are  teaching  in  order 
that  she  may  know  definitely  the  weakness  and  strength  of  the  student  teacher. 
Tills  close  suj.ervisicn  mny  gradually  U-ssen  as  the  term  advances,  providing 
student  teachers  reach  a  degree  of  efficiency  wliich  would  warrant  less  super- 
vision. Before  tlie  student  teacher  has  finislied  her  practice  teaching,  she  will 
be  expected  to  be  able  to  assume  complete  responsibility  of  the  class  witliout 
the  presence  of  the  critic  teacher. 

Under  close  supervision  during  the  first  part  of  her  practice  teaching  the 
student  teacher  will  not  be  permitted  to  go  far  astray,  or  form  bad  habits  in 
teaching;  children  will  not  suffer  loss  under  her  instruction.  Under  such 
supervision  it  is  expected  tliat  she  will  reach  a  higher  degree  of  efficiency  at 
an  earlier  date   than  she  otherwise  would. 

It  has  been  suggested  that  such  close  supervision  by  the  critic  teacher  may 
tend  to  embarrass  the  student  teaclier.  In  such  cases  it  might  be  wise  to 
make  some  exception.  However,  by  one  means  or  another  the  Director  of  the 
Training  School,  throuph  the  critic  teachers,  must  have  a  clear,  definite  con- 
ception of  the  type  of  work  that  is  being  done  by  each  student  teacher.  The 
critic  teacher  shall  be  expected  to  hand  written  statements  to  each  student 
teacher  at  least  twice  a  weelc,  setting  forth  both  the  strong  and  weak  points 
In  her  teaching. 

Jiiach  student  teacher  will  provi.le  hois(-lf  with  a  loo.'^e  leaf  note  book  in 
which  to  keep  her  lesson  plans.  These  note  books  are  to  be  of  such  type 
as  will  admit  the  insertion  of  the  sheet  of  printed  "Standards  for  Judging  the 
Recitation."  This  sheet  is  to  be  used  by  the  critic  teacher  in  criticising  or  in 
making  suggestions  to  the  student  teacher.  The  student  teaclier  will  insert 
this  sheet  of  suggestions  or  criticism  immediately  after  the  plans  of  the  les- 
son criticised. 

Student  teachers  will  leave  their  plan  books  in  the  office  of  the  Director 
of  the  Trainii.g  School  once  each  week  toe  his  inspection.  A  study  of  these 
plan  books  together  with  the  criticism  and  suggestions  of  the  critic  teachers 
will  keep  the  Director  of  the  Training  School  informed  as  to  the  progress  of 
each  student   teacher  and   will   aid  him   in  diiocting  and   unifying  the  work. 

In  order  that  he  might  know  that  the  work  of  the  training  teacher 
was  b^ing  done  .sati.sfactorily,  the  Director  also  required  that  answers 
to  the  questions  found  under  "Standard.-;  for  Ju.lging  the  Recitation"  bo 
wi-itten  for  each  student  observed  and  handed  into  the  office.  Each  stu- 
dent teacher  was  given  a  set  of  these  "Standards"  in  order  that  he 
might  know  upon  what  bases  he  was  to  be  judged. 

Standards  for  Judging  the  R^<citation 

Teacher's   ultimate   aim    

Teacher's  immediate  aim , 

The  Pupil's  aim , 

Is  the  lesson  giv^n  for: 

1.  Knowledge? 

2.  Skir  ? 

3.  Attitude  ? 

Which   of   the   following   teaching   principles   were   observecl   and   which 
violated  ? 

1.  Do  the  children  recite  to  the  teacher  or  do   they  address  the 

class  ? 

2.  Do  all  the  children  in  the  class  seem  eager  at  all  times  to  hear 

and  undeistand  the  one  reciting?  • 

3.  Do  thj  children  a^k  questions  of  each  other? 

-68- 


4.  "What  pel"  cent  of  the   class   measures  up  to  its  maximum  of 

capacity   during  tlie   entire   recitation? 

5.  Do  the  children  consume  most  of  the  time  of  the  recitation? 

6.  Do  the  teacher's  plans   provide  for  the  initiative  on  the  part 

of  the  children  ?       How  ? 

7.  Do  the  teacher's  plans  provide  for  the  organization  of  subject 

matter  on  the  part  of  the  pupils? 

8.  Is  the  administration  of  the  class   such  as  to  cause  each  pupil 

to  do  all  the  work  assigned  ? 

9.  Does  the  teacher  ask  thought  questions  or  memory  questions? 

10.  What  means  does  the  teacher  use  to   stimulate  the  children? 

11.  Are  the  pupils  depending  upon  thought  or  memory  to   retain 

the  points  of  the  lesson? 

12.  Is  there  a  summary  at  the  close  of  the  recitation? 
In  what  form  is  this  summary  ? 

a.  In  way  ^of  reviewing  the  points  of  the   lesson. 

b.  In  way  of  using  the  points  of  the  lesson. 
Remarks : 

Wilson  (24)  gives  numerous  score  cards  used  in  the  various  schools 
for  rating  student  teachers.  One  of  the  most  interesting  and  worth 
while  series  of  score  cards  is  that  used  by  the  Kansas  State  Normal 
School  at  Emporia.  There  are  seven  ditferent  score  cards  in  this  series. 
"One  of  these  is  an  'Observation  and  scorce  card  for  project-problem, 
instruction'  on  which  sixteen  points  are  listed  as  follows: 

"1.     Ability  of  pupils  to  work  as  a  social  group. 

2.  Ability  of  pupils  in  planning  and  outlining  projects. 

3.  Ability   of  pupils   in   raising   arid   stating   problems. 

4.  Ability  of  pupils  to  distribute  the  work  of  the  project  amang- 

themselvv.s,   which    is    to    be   done    in    the   following    study 
period. 

5.  Ability  of  individual  pupils  to  make  reports  to  the  class  which' 

they  have  previously  worked  out  in  the   study  period. 

6.  Degree  of  attention  and  skill  of  the  class  in  taking  notes  on  the 

report  being  given  by  the  pupil. 

7.  Ability  of  the   class   to   carry   on   fruitful   discussion   and  ask 

questions  about  matters  net  clear  to  them. 

8.  Ability  of   the   class   in  giving   criticism   intended   to   help   the 

pupil  reporting. 

9.  Ability  of  the   class   in   summarizing  and  drawing  conclusions 

when  all  reports  of  problems  or  points  related  to  the  class, 
project  by  individual  pupils  have  been  given. 

10.  Ability  of  pupils  in  discovering  their  needs  for  skill  or  know- 

ledge of  certain  technique  required  to  work  out  the  project 
or  to  solve  the  problem. 

11.  Ability  of  pupils  in  planning,  and  in  conducting  drills  or  work 

in   acquiring   knowledge   of  technique. 

12.  Ability    of    individual    pupils    in      being      thoughtfully      active 

throughout  the  recitation. 

13.  Ability  of  pupils  to  respect  leadership  in  the  members  of  their 

class. 

14.  Degree   of   good   leadership   developed    in   the    recitation. 

15.  Ability  of  pupils  to  coopei-ate  freely,  helpfully,  orderly. 

16.  Ability  of  pupils  to  criticize  each  ot^icr's  woi'k  sympatheticallyv 

and  to  rec3ive  criticism  in  the  right  spirit. 
"The  other  score  cards  used  at  Emporia  are: 
Observation   and   score   card  for   genei'al   conditions   of  Instruction^. 
Fifteen  items. 

Obsei'vatlon  and  score  card  for  teacher  activities  in  the  recitation 
period.     Ten  items. 


Observation  and  score  card  for  pupil  activities  in  the  supervised 
study  period.    Eleven  itomy. 

Observation  and  score  card  for  teacher  activities  in  the  supervised 
study  period.     Eight  items. 

Observation  and  score  card  for  drill  projects.     Twenty-two  items. 

Obsex'vation  and  score  card  for  appreciation  activities.  Nine  items." 
(25) 

It  seems  that  these  score  cards  are  used  in  estimating  the  student 
teacher  along  the  various  lines  suggested.  The  greatest  value,  however, 
would  come  i'lom  placing  these  score  cards  in  the  hands  of  the  students 
to  be  estimated.  As  Wilson  points  out,  however,  the  series  used  in  Kan- 
sas, like  many  of  the  score  cards,  do  not  provide  for  scoring  the  prospec- 
tive teacher  in  ability  to  criticise  herself.  This  trait  of  self-criticism 
is  undoubtedly  one  of  the  most  important  factors  in  teacher  training 
not  only  for  prospective  teachers  but  for  experienced  teachers  as  well. 
This  trait,  if  practiced  by  the  training  teacher,  might  bear  excellent 
results. 

Not  enough  attention  has  been  given  to  directed  observation,  or  to 
measuring  student  teachers  by  means  of  score  cards  in  Colorado  State 
Teachers  College,  although  something  has  been  done  along  both  these 
lines.  The  tiaining  teachers  should  sludv  together  such  material  as 
"The  Supervision  of  Instiuction"  by  Hubert  Wilber  Nutt  (26)  and  "Train- 
ing Departments  in  the  State  Normal  Schools  in  the  United  States"  by 
Wilson,  (27)  as  a  preparation  for  the  various  activities  involved  in 
teacher  training. 

Professor  Nutt  gives  outlines  for  the  observation  of  demonstration 
teaching,  and  numerous  observation  assignments,  covering  "preliminary 
ob.servation,"  "critical  observation,"  "observation  to  evaluate  teaching," 
and  the  like.  The  observation  assignment  for  preliminary  observation 
deals  with  general  conditions,  such  as  physical  conditions,  names  and 
personal  chara:teristics  of  pupils,  general  spiiit  of  the  recitation,  condi- 
tions which  need  improving  and  plans  for  such  improvement.  Observa- 
tion assignment  (1)  for  critical  observation  deals  v\-ith  the  physical  con- 
ditions of  the  room  in  detail  under  ten  heads, — a.  Ventilation,  b.  Tem- 
perature and  humidity,  e.  Lighting,  d.  Conditions  of  walls  and  ceiling, 
e.  Condition  of  floors,  f.  Blackboards,  g.  Condition  of  pupils'  desks, 
h.  Apparatus,  i.  Displays  of  work,  and  j.  Pupils.  Each  of  the  above 
ten  heads  are  subdivided  into  from  two  to  six  tub-topics. 

Observation  Assignment  Two  is  an  outline  for  the  consideration  of 
physical  and  mental  devices.  Assignment  Three  contains  suggestions 
for  noting  the  technique  of  the  teacher.  The  student  is  asked  to  "note 
each  item  of  technique  that  was  prominent  and  when  possible  note  the 
number  of  times  practiced."  (28)  Assignment  Four  asks  the  student 
to  "note  the  application  of  method  to  the  organization  and  presentation 
of  subject  matter,"  and  gives  an  outline  to  direct  the  student  in  his  ob- 
■servation  along  this  line.  The  "Outline  for  Directed  Teaching"  (29) 
covering  the  items  (1)  as  to  method,  (2)  as  to  devices,  and  (.S)  as  to 
technique,  each  carefully  planned  and  outlined  is  indeed  valuable  for  any 
teacher  to  have  for  reference  in  his  own  teaching,  and  pailicularly  would 
this  be  valuable  to  prospective  teachers  just  learning  to  teach. 

In  the  "Hand  Book  of  Practice"  for  training  teachers,  supervisors 
and  student  teachers  in  Colorado  State  Teachers  College,  previously 
referred  to,  there  appears  the  following  "suggested  plan  of  (observation:" 

SUGGESTED  PLAN  OF  OBSERVATION 

J.     Subject  Matter. 

Description  of  the  amount  covered. 
II.     Preparation. 

1.  Teacher. 

2.  Pupil. 

—70—   • 


III.     Skill  in  Presentation. 
IV.     Means  employed. 

1.  Blackboard. 

2.  Questions. 

3.  Skill  in  Drill. 

4.  Story. 

5.  Other  Means. 

6.  Number  of  times  different  pupils  recited, 
(Were  these  used  to  proper  advantige?) 

V.     Effort. 

1.  Teacher. 

2.  Pupil. 

VI.     Manner  of  Meeting  Children. 

1.  General. 

2.  Slow  Child. 

3.  Quick  Child. 

4.  Number  of  times   different  pupils  recited. 

5.  How  was  the  child  who  failed  given  the   instruction 
needed  ? 

VII.     Use  of  English   (Oral  and  Written). 

1.  Teacher. 

2.  Pupil. 
VIII.     Use  of  Voice. 

1.  Teacher. 

2.  Pupil. 

IX.     Personal   Appearance — Teacher   and   Pupils. 
X.     Care  and  Hygiene. 

1.  Room. 

2.  Children. 

The  idea  of  self-measurement^  referred  to  earlier  in  this  discussion 
finds  a  place,  also  in  this  "Hand  Book'  'in  the  following  words: 

TEACHER'S  GUIDE  FOR  SELF  MEASUREMENT 

These  questions  have  been  selected  as  embodying  the  essential  fea- 
tures of  the  recitation.  You  should  study  this  sheet  continually.  Every 
question  is  of  vital  importance.  A  careful  report  on  each  question  will 
be  demanded  from  you  twice  each  term — the  first  report  at  the  end  of 
the  first  five  weeks  and  the  second  report  two  weeks  before  the  end  of 
the  term.  Definite  statem.ents  concerning  each  individual  child  will  be 
asked  for  whenever  it  is  possible  to  do  this.  Be  honest  in  your  report.?, 
and  do  not  try  to  pad  them  Confer  often  v:ith  your  training  teacher 
and  with  the  principal.  It  is  their  business  to  give  you  attention.  Know 
what  you  are  doing,  why  you  are  doing  it,  and  where  you  are  going. 
The  Training  School  is  yours.  Be  sure  that  you  have  a  good  supply  of 
definite,  practical,  teaching  knowledge  before  you  have  finished  your 
practice  teaching.  If  necessary,  elect  teaching  beyond  the  regular  re- 
quirements. 

1.  Are  the  children  acquiring  good  habits  of  study  and  recitation? 

2.  Are  you   sure  that  the  child  knovv's  for  what  he  is  working  in 

each  recitation? 

3.  How  do  you  mak(^  sure  that  a  pupil  who  fails  on  a  point  fin- 

ally gets  it? 

4.  Insist  upon  good  English,  best  writing,  etc.,  in  all  classes.    State- 

your  experience  in  this  work  with  your  class. 

5.  Is  the  form  of  your  questions  improving? 

6.  Is  the  center  of  the  recitation  in  you  or  in  the  pupils?  Who" 
does  the  work  ?  Do  the  children  ask  intelligent  questions 
as  well  as  you  ? 

—71  — 


7.  What  definite  facts  or  in  what  definite  ways  have  your  pupils 

gained  ? 

8.  Can  the  children  organize  material  with  an  outline  or  give  a 

connected  talk  on  a  topic  which  has  been  developed? 

9.  Have  you  paid  any  attention  to  the  weighing  of  values  in  your 

classes?     And  have  the  pupils  been  given  opportunities  to 
"vveigh  values  ? 

10.  Give  several  methods  you  use  in  meeting  the  needs  of  both  slow 

and  quick  children  in  the  same  class. 

11.  Is  there  anv  confusion  in  the  class  at  the  beginning  of  a  lesson? 

At  the  end  ?     Why  ? 

12.  Do  the  childicn  all  have  a  fair  chance  to  i-ecite? 

13.  Is   there   an    improvement   in   each   one   who   was   troublesome 

about  speaking  out  without  permission? 

14.  Does  any  child  interfere  with  the  work  of  another? 

15.  Are  you  able  to  cause  a  child  to  want  to  do  right? 

16.  How  do  you  care  for  the  hygiene  of  your  room?  Ventilation? 

In  addition  to  this,  a  concrete  record  of  the  work  of  each  student 
teacher  vn'III  be  filed  at  the  end  of  each  term's  work.  This  record  runs 
as  follows: 

CONCRETE  TEACHING  RECORD 

Give  Careful  Description  Under  Each  Heading. 
Name  Age 

Personal  Appearance 
Discipline 

Professional  attitude 
Results  obtained 
Personality 

Still  another  outline  used  in  the  training  school  is  this  one  on  meth- 
ods and  devices.  Although  not  so  detailed  as  tliose  given  by  Professor 
Nutt,  it  has  served  its  purpose. 

AIDS  IN  3IETH0DS  AND  DEVICES. 

1.  Each  subject  to  be  presented  from  the  following  view  points. 

(a)  Content  of  subject  matter. 

(b)  Method  of  study  (Habits). 

(c)  Attitude  of  pupil. 

(1)     Special  attention  to  be  given  to  (b)   and  (c). 

2.  Desirable  habits  to  be  formed. 

(a)     Habits  in  each  recitation  that  will  be  of  use  during  the 
child's  life. 

(1)  The  habit  of  reciting  to  the  class  instead  of  to 

the  teacher. 

(2)  The   habit   of  hearing   and   understanding   every- 

thing that  is  said  in  the  class  recitation. 

(3)  The  habits  of  concentration  and  effort. 

I.     Avoid  teaching  two  things  where  one  will 
answer. 
11.     Avoid  the  formation  of  a  habit  that  must 
be  broken  up  later. 
S.     Some  standards  for  judging  the  efficiency  of  our  work. 

(a)  Do   we   give   attention   to   the   physical   conditions   of   our 

school  ? 

(b)  Do  we  give  attention  to  the  development  of  life  problems? 

(c)  Do  we  provide  for  the  development  of  initiative  and  self 

reliance  on  the  part  of  the  pupil  ? 

(d)  Do  we  provide  for  the  organization  of  subject  matter? 

(e)  Do  we  lead  pupils  to  estimate  relative  value? 

{{)     Do  we  develop  personal  qualities  on  the  part  of  pupils? 

—72— 


Charts  have  been  arranged  for  rating  student  teachers  in  both  the 
rural  Demonstration  schools  and  the  Elementary  training  school.  The 
chart  below  is  used  by  the  Director  of  County  Schools  and  the  regular 
teachers  in  the  rural  Demonstration  schools  in  rating  the  student  teach- 
ers in  these  schools.  The  Director  says  that  "the  rating  system  tends  to 
intensify  effort  and  encourage  a  definiteness  of  purpose  and  aim," 

COLORADO  STATE  TEACHERS  COLLEGE 

RATING  OF  STUDENT  TEACHERS 

in 

RURAL  DEMONSTRATION  SCHOOLS 


Teacher Dist  No. 

Student  Helper Dist.  No.  __ 

No.  of  Pupils Boys 

Girls  — 
I.     Physical  and  Native  Efficiency 
1.  General   Health    20__ 


School 
School 
Date  - 


Month 


2.  Voice    , 10__      6.  Self  Control 


130  Units  Rating 

.Energy   15— 


3.  Personal  Habits 15 

4.  Industry     20 

11.     Measure  of  Instruction 

1.  Definite  aim 20__ 

2.  Interest  of  Pupils 20__ 

3.  Vitalized    Instruction 20 

4.  Presentation    15 

III.  Preparatory  Efficiency 

1.  Oversight  of  school  during  class 

instruction    15 

2.  Daily  and  weekly 

preparation    20 7 

3.  The  School  Program 20__ 

4.  Social  contact 20 

IV.  Acquired  Efficiency 

1.  Leadership    20 4 

2.  Pupil   and  community  5 

respect    : 15 

3.  Responsiveness  of  Pupils 20 

Total  Number  of  Units 


.20_ 


7.  Sympathy-tact    20__ 

8.  Adaptability    10 

130  Units  Hatin . 

5.  Effective  adaptation 20_ 

6.  Responsiveness  to 
Suggestion    15 

7.  Power   of  discipline 20_ 

130  Units  Rating 

5.  Co-operation     20 , 

6.  Ability  to  see  the  school  in 
relation  to  patrons 15_ 

7.  Professional    training    (one 
year)    20__ 

110  Units  Rating . 

Accuracy  of  Pupils : 20 

Accuracy  of  student 

helper    20 — . 

6.  Progress  of  Pupils 15_;_ 

500 


Note: 

Deduct  from 

10 

Slight, 

2; 

Deduct  from 

15 

Slight 

3; 

Deduct  from 

20 

Slight 

4; 

Rating  of  Student  Teacher 


marked,  4;   very  marked,  6;  extreme  8. 

marked   6;     very  marked,  9;     extreme  12. 
marked  8;      very  marked  12;    extreme  16. 

Teacher  

Director  Department  of  County  Schools 

The  chart  following  is  used  for  rating  student  teachers  in  the  Ele- 
mentary school. 

COLORADO  STATE  TEACHERS  COLLEGE 

TRAINING  SCHOOL 

Estimate  of  Student  based  on  work  done  in  Training  School 

Name Quarter Year 

(Last  Name  First) 
TEACHING  EXPERIENCE: 

(a)  Number  months  in  Rural  Schools 

(b)  Number  months  in  Village   Schools 

(c)  Number  months  in  City  Schools 

—73— 


TEACHING  IN  TRAINING  SCHOOL: 

(1)  No.  of  Quarters 

(2)  Grade    ,-4 

(3)  Subjects    taught    


TRAINING  TEACHER'S  ESTIMATION 
A.     Moral   Character: 


(1) 
(2) 


General   Reputation 
Personal  Estimate  . 


Poor  Fair  Good  Excellent 


B.     DISPOSITION:  To  what  extent  does  the  applicant  possess  the 
following  qualities  ? 

Not  Slight-  Moder-  Large- 
at  all      ly        ately  ly 

(1)  Self  Control 

(2)  Enthusiasm    

(3)  Sympathy 

(4)  Tact  

(5)  Sense  of  Humor 

(6)  Tendency  to  Co-operate 

(7)  Cheerfulness    

(8)  Faiiness   

(9)  Open  Mindedness  

(10)      Adaptability 


C.     PHYSICAL  EFFICIENCY: 


<1)     General  Health 

(2)  Endurance    

(3)  Industry   


Poor  Fair  Good  Excellent 


D.     PERSONAL  APPEARANCE:  To  what  extent  are  the  following 
qualities  characteristic  of  the  person  ? 

Not  Slight-  Moder-  Large- 
at  all      ly        ately  ly 

(1)  Cleanliness  

(2)  Neatness  

(3)  Attractiveness 


E.     TEACHING  POWER: 
the  following  points? 


How  would   you   rate   the   applicant   on 


(1)  Preparation  of  Lessons 

(2)  Assignment  of  Lessons 

(3)  Skill  in  questioning 

(4)  Ability  to  connect  new  lessons  with 

the  experience  and  interest  of 
the  pupils 

(5)  Ability  to  distinguish  between  ma- 

jor and  minor  in  subject  matter 

(6)  Resourcefulness  in  illustration, 

methods  and  devices 

(7)  Ability  to  develop  the  initiative 

of  pupils 

(8)  Ability  to  generate  clear  and 

forceful  expression  by  the  pupils 

—74— 


Poor     Fair  Good  Excellent 


F.     DIRECTIVE  SKILL: 


(1) 


(2) 
(3) 


(4) 
(5) 

(6) 
G. 

(1) 
(2) 
(3) 
(4) 
(5) 
(6) 
(7) 


In  directing;  the  proper  employ- 
ment of  pupils  who  are  not 
reciting    

In  securing  co-operation  of 
pupils  in  school  government 

In  keeping  the  school  room  in 
proper   condition  with   respect 
to  health  and  aesthetic  ap- 
pearance     . 

In  the  direction  of  play  activities 

In  the  creation  of  wholesome 
school    spirit    

Interest  in  community  welfare  . 


Poor    Fair  Good  Excellent 


PREPARATION  IN  SPECIAL  SUBJECT: 

Poor     Fair  Good  Excellent 

Music 

Art    

Penmanship    

Cooking 

Sewing 

Manual  Training 


H.     GENERAL  RANKING: 

Quartile  2nd  Q.  3rd  Q.  4th  Q. 
1st 

.  (1)     Training  Teaching 

(2)     By  Director 

(State  Board  of  Examiners) 

NOTE — In  filling  out  this  blank,   do   not  attempt  to   give   information 
about  which  you  are  not  certain. 


-75^ 


<1)  Nutt,  Hubert  Wilber,  Director  of  the  Oread  Training  School  and  As- 
sociate Professor  of  Education,  University  of  Kansas,  the  Supervision 
of  Instruction. 

<2)       Ibid,  P.  35. 

<3)       Ibid,   P.   36. 

<4)       Ibid.   Pp.   83-85. 

<5)       Morriam.   J.    L.,    Normal   Srhool   Education   and   Efficiency    (N.   Y.    1906) 

<6)       Survey  of   Wisconsin   Xorinal   Schools    (1914) 

<7)       Carnegie  Foundation   Bulletin  No.    14,   P.    442. 

<8)       Ibid. 

(8)       Ibid  P.  184. 

<10)     Ibid  P.  190 

<11)     Colorado  State  Teachers  College  Bulletin — Series  ^VU.   No.   1,  April  1917. 

(12)     Bulletin   1916,   No.    12,    Bureau   of  Ed.   P.   54. 

<13)  Curricula  Designed  for  Professional  Preparation  of  Teachers  for  American 
Public  Schools — Carnegie  Foundation  for  the  Advancement  of  Teach- 
ing, 1917. 

Wilson — Training  Departments  or  State  Normal  Schools  in  the  U.   S. 
Bulletin   No.    66,   Eastern   IlliRois   State   Normal    School.     P.    25 

<14)     CarnegJe  Foundation  for  the  Advancement  of  Teaching,  Bulletin  14,  P.  196 

(15)     Only  tne  enrollment  of  the  Elementary  Training   School  included. 

<16)     Includes   the    rural   demonstration   schools    (204) 

<17)  Includes  both  the  rural  demonstration  schools  (204)  and  the  Industrial 
High  School,    (341). 

<18)  Educational  Administration  and  Supervision  1915,  Vol.  1,  p.  591  also 
Wilson.   Training  Departments  in   the  United   States,   p.   25. 

(19)  Wilson — Training  Departments  in  Normal  Schools  of  the  United  States 
— Evanston,  111.,  Normal  School  Bulletin  66,   p.  38. 

<20)     Ibid— pp.    41-46. 

(21)  Winona  Normal    Bulletin,    February,    1917.     Pp.    281-2. 

(22)  Wilson— Pp.   46-47. 

(23)  Heilman,  J.  D. — The  Total  Load  of  Teachers — Section  Four.  Educational 
Survey  of  Colorado  State  Teachers  College.     Bulletin,  Series  XX,  No.  9. 

(24)  Wilson — Training  Departments  in   the   State  Normal   Schools  of  the  U.    S. 

Pages  94-112. 

(25)  Ibid— Pp.   101-102. 

(26)  Nutt,    Hubert    W.— The    Supervision    of   Instruction,    1920.      Riverside   Text 

Book   Serie-s — Hou.ghton,   Mifflin   Co. 

(27)  Wilson,  Lester  M. — Training  Departments  in  the  State  Normal  Schools  in 

the    United    States,    1919.      The    Normal    School    Bulletin.    Eastern    Illi- 
nois Normal   School,    No.    66. 

(28)  Nutt — The    Supervision   of   Instruction,    P.    149. 

(29)  Ibid— Pp.  164-170. 


-76— 


VII.     SUMMARY  AND  RECOMMENDATIONS 

Although  piactic^iliy  all  Normal  Schools  and  Teachers'  Colleges,  both 
private  and  public,  have  arrangements  for  student  teaching,  too  little 
attention  has  been  given  to  this  phase  of  teacher  training.  This  is  in- 
dicated by  conditions  which  exist  among  the  teaching  profession.  Many 
teachers  now  in  the  field  have  never  had  a-  day  of  teaching  experience 
before  being  placed  in  charge  of  a  room.  Comparatively  fow  teachers 
in  teacher  training  institutions  have  the  training  requisite  for  a  proper 
attitude  toward  student  teaching.  Teaching  training  institutions  differ 
so  widely  in  the  amount  and  kind  of  student  contact  with  the  training 
department,  that  there  is  need  of  common  knowledge  of  the  excellencies 
of  the  various  schools.  What  is  done  profitably  in  one  school  can  prob- 
ably be  done  in  another. 

Thei'e  is  little  question,  today,  that  supervised  student  teaching  is 
a  vital  factor  in  the  ideal  preparation  of  teachers.  Although  authorities 
everywhere  advise  making  the  training  school  the  "heart"  of  the  normal 
school,  neither  these  administrators  nor  members  of  the  faculties  have 
taken  the  problem  seriously  enough.  Teachers  of  academic  subjects 
and  even  of  the  professional  subjects  often  do  not  have  a  proper  attitude 
toward  the  woik  done  in  the  training  school  and  the  training  school 
teachers  become  critical  of  the  time  and  attention  given  to  academic  and 
professional  subjects.  This  break  often  develops  into  open  hostility. 
Surveys  of  teacher-training  institutions  should  be  made  so  that  the 
valuable  features  of  the  various  schools  might  become  common  to  all, 
and  so  that  the  tiue  worth  of  the  various  subjects  of  the  curriculum  in- 
cluding student  teaching,  might  be  understood.  By  means  of  such  studies 
and  by  a  more  careful  selection  of  instructors  who  have  a  professional 
point  of  view,  there  will  develop  a  proper  attitude  on  the  part  of  each 
member  of  the  faculty  for  the  v\-ork  of  every  other  member  and  a  spirit 
of  true  cooperation. 

So  long  as  such  differences  in  training,  experience  and  salary  of 
teachers  in  the  training  school  and  of  teachers  in  the  other  department? 
of  the  College  exist,  however,  it  is  likely  there  will  not  be  the  desired 
cooperation.  It  is  unfortunate  that  any  faculties  should  have  it  said  of 
them  that  inter-departmental  coopei-ation  is  "mainly  incidental  or  ac- 
cident." Only  v\-hen  each  member  of  the  faculty  takes  this  statement 
seriously  and  makes  certain  that  it  is  not  true  in  his  own  case,  will 
the  present  condition  be  changed  materially.  Perhaps  the  most  satis- 
factory plan  of  arriving  at  such  a  conclusion  is  by  the  careful  study  of  the 
function  of  the  College  and  of  each  department  of  the  College  and  the 
relationship  which  exists  between  the  va''ious  departments.  Such  a  study 
Avill  often  reveal  the  fact  that  certain  departments  are  failing  to  realize 
the  function  for  which  they  were  established. 

The  authorities  and  faculty  of  Colorado  State  Teachers  College  may 
as  well  face  frankly  and  honestly  the  fact  that  we  have  quite  ordinary 
training  school  facilities  and  that  probably  our  organization  does  not 
make  the  fullest  use  of  these  ordinary  facilities.  An  organization  which 
includes  members  of  the  so-called  academic  departments  of  the  College 
on  the  supervisory  staff  for  the  control  of  training  facilities  would  prob- 
ably tend  toward  a  more  complete  utilization  of  these  facilities  than  is 
possible  under  the  present  plan.  So  long  as  members  of  the  faculty, 
other  than  those  of  the  training  school,  have  nothing  to  say  of  the  con- 
trol of  teacher  ti'aining,  progress  will  likely  come  slowly. 

Not  only  should  there  be  an  organization  for  determining  the  general 
policy  of  the  institution  toward  teacher  training,  but  there  is  real  need  of 
closer  organization  within  the  Elementary  training  school  itself.  Defin- 
ite plans  of  procedure  throughout  the  grades  should  be  developed  so  that 

—77— 


there  will  bo  harmony  and  unity  of  method.  Thi^  will  necessitate  im- 
mediate attention  to  a  definite  detailed,  and  printed  course  of  study. 
The  lack  of  ^uch  a  course  of  study  is  one  of  our  greatest  weaknesses. 
If  this  type  of  organization  were  developed,  there  would  not  be  the  mark- 
ed changes  in  policy  evory'timc  the  director  of  the  training  school  changes. 

Some  of  the  strong  points  in  the  arrangement  for  student  teaching 
in  the  College  might  appropi'iately  be  given.  There  is  an  opportunity 
for  teachers  preparing  for  lural  ?chool,  elementary  school  or  high  school 
work  to  secure  teaching  under  supervision.  Student  teachers  preparing 
for  special  work  such  as  work  in  the  languages  in  the  elementary  school, 
for  physical  education  in  the  form  of  plays  and  games  or  folk  and 
aesthetic  dancing,  for  sewing-,  cooking,  manual  training,  and  many  other 
forms  of  industrial  work,  have  excollcnr,  opportunity  for  not  only  "prac- 
tice" teaching  along  these  lines  but  for  efficient  supervision  as  well. 
These  teachers  have  access,  also,  to  st.ong  departments  along  academic 
and  professional  lines  in  the  College.  Training  school  children  have 
become  especially  interested  in  wireless  telegraphy  and  other  forms  of 
electrical  eciuipment  because  of  the  work  in  the  College  along  these 
lines.  They  have  become  specialists  in  certain  phases  of  biology  before 
completing  the  grades.  They  have  access  to  a  most  beautiful  campus 
with  every  tree  and  shrub  which  will  grow  in  this  climate  growing  out- 
side and  many  plants  which  do  not  develop  in  this  climate,  growing  in 
the  large  green  house;  to  a  flower  and  vegetable  gardc^n  growing  under 
ideal  conditions,  in  the  mid.st  of  the  "Garden  Spot  of  the  World";  a 
museum  of  birds  and  animal  life  surpassed  by  few  in  the  West;  and  to 
painting  and  pottery,  gathered  from  all  parts  of  the  world,  whose  value 
can  not  be  estimated.  Such  an  environment  v;ill  have  a  marked  influence 
upon  prospective  teachers. 

But  there  are  still  many  things  to  be  done  to  make  conditions  for 
student  teaching  most  satisfactory.  The  County  Schools  Department 
could  well  be  developed  to  a  greater  degree  than  is  true  at  present.  This 
department  is  handicapped  because  of  the  inability  to  secure  and  retain 
competent  teachers  in  the  rural  demonstration  schools.  This  department 
has  not  been  advertised  in  the  state  as  much  as  inight  be  done  advantag- 
eously. If  an  assistant  to  the  director  were  secured  so  that  the  Director 
could  devote  more  of  his  time  to  going  about  the  state,  not  only  advertis- 
ing the  opportunities  for  rural  teachers,  but  also  meeting  the  needs  of  the 
3'ural  population  of  Colorado,  tl;e  College  would  be  materially  assisted. 

Still  another  means  of  enlarging  this  Department  of  County  Schools, 
and  one  which  would  be  valuable  to  the  teaching  force  of  the  State,  is 
to  extend  the  work  to  include  some  strong,  consolidated  schools  for  de- 
monstration and  student  teaching  purposes.  Comparatively  few  of  the 
graduates  of  this  institution  at  yjresent  go  into  rural  schools,  so  that  the 
extension  of  this  department  would  interfere  in  no  way  with  the  progress 
of  other  phases  of  the  woik.  In  fact  this  extension  would  perhaps  relieve 
crowded  conditions  in  the  elementary  training  school,  and  give  oppor- 
tunity for  training  more  than  36  of  the  SOOO  rural  teachers  needed  in 
Colorado. 

Something  should  be  done  to  relieve  the  crowded  condition  of  both 
the  high  school  and  the  elementary  school.  The  mere  statement  of  the 
fact  that  the  high  school  with  an  enrollment  of  341  is  accommodated  in 
six  recitation  rooms  and  that  the  elementary  training  school  has  at  its 
disposal  13  recitation  rooms,  the  office  and  an  assembly  room,  reveals 
the  crowded  conditions  as  to  room.  The  statement  that  198  student 
teachers  each  quarter  seek  teaching  accommodations  in  a  small  training 
school  building  with  13  recitation  room^,  under  eight  training  teachers, 
who  have  enroik d  under  them  347  pupils  ,\vill  give  some  idea  as  to  the 
overcrowded  conditions  in  the  rooms  and  the  over-worked  condition  of 
the  teachers  if  the  work  is  done  properly.  The  matter  of  room  for  both 
the  high  school  and  the  elementary  school  will  be  solved  satisfactorily 

—78— 


as  soon  as  the  west  wing  of  the  training  school  building  is  completed. 
Conditions  might  be  improved  materially,  at  present,  if  one  of 
the  city  schools  of  Greeley  could  be  secured  for  teacher  training.  The 
strain  of  the  training  teachers  who  aro  ovei'workcd  could  be  relieved  by 
the  appointment  of  supervising  teachers  and  a  teacher  of  a  special  roorri. 
There  are  many  retarded  pupils  v/ho  should  be  placed  in  this  special 
room. 

Some  such  arrangement  as  just  suggested  would  give  gi eater  oppor- 
tunity for  more  careful  planning  of  observation  and  teaching.  Courses 
prerequisite  to  teaching  might  then  be  v/orkcd  out  with  some  precision 
and  more  time  could  be  devoted  to  class  room  procedure,  testing,  accumu- 
lative records,  and  the  like.  Surely  prospective  teachers  in  an  up-to-date 
teachers'  College  have  a  right  to  expect  the  best  in  reports,  records,  etc., 
that  is  afforded  in  education  today.  The  student  teacher  should  be  able 
to  find  a  cumulative  record  of  any  child  as  to  health,  disease,  attendance, 
mental  ability  and  educational  progi'ess  as  indicated  not  alone  by  teach- 
ers' marks  but  by  the  mental  and  educational  tests,  on  file  in  the  train- 
ting  school.  Not  iintil  such  records  are  kept  can  there  be  a  really  ef- 
ficient survey  of  training  facilities  in  this  institution.  A  survey  with- 
out such  records  becomes  mere  opinion  on  the  part  of  the  writer  or 
emphasis  upon  that  which  should  be  accomplished,  but  which  is  not  being 
done. 

Finally  then,  it  might  be  appropriate  to  recommend: 

1.  The  organization  of  a  supervisory  staff  or  council  for  the  control 
of  training  facilities,  which  should  include  not  only  the  principals  and  di- 
rectors of  the  various  training  departments,  but  also  members  of  other 
departments  of  the  institution.  General  plans  should  be  worked  out  by 
this  council,  and  carried  into  execution  by  the  various  directors  if  one 
man  is  not  made  directly  responsible  for  all  teacher  ti-aining. 

2.  An  internal  organization  of  training  facilities  in  the  high  school 
and  the  elementary  school  which  will  insure  a  more  unified  method  of 
procedure.  This  closer  organization  should  result  in  more  definite  plans 
for  both  observation  and  teaching;  a  more  careful  appointment  of  student 
teachers  to  the  work  most  helpful  in  their  prepai'ation;  greater  initia- 
tive on  the  part  of  the  student  teacher  than  is  allowed  at  present,  thus 
developing  the  ability  to  take  responsibility;  more  definite  realization 
on  the  part  of  all  teachers  whether  directly  or  indirectly  concerned  that 
the  chief  aim  of  the  entire  institution  is  the  training  of  teachers;  a  de- 
finite detailed,  printed  course  of  study. 

3.  The  teachers  in  the  Elementary  training  school  .should  be  reliev- 
ed of  some  of  their  work  if  they  are  to  be  expected  to  do  well  the  v\-ork 
now  assigned  to  them.  There  is  need  also  of  certain  supervising  teachers 
and  one  or  inore  teachers  for  special  work.  If  some  arrangement  could 
be  made  with  the  Board  of  Education  of  the  City  of  Greeley  whereby  one 
building  could  be  taken  over  for  demonstration  purposes,  the  crowded 
conditions  in  the  training  school  would  be  improved. 

4.  The  enlargement  of  the  Rural  School  Department  to  include  a 
larger  faculty  and  additional  schools  for  demonstration  and  student 
teaching  purposes.  This  would  tend,  also,  to  relieve  the  crowded  con- 
ditions and  over-work  mentioned  above. 

5.  Some  more  definite  plan  of  scoring  student  teachers  and  of  de- 
termining the  efficiency  of  the  training  teacher  is  needed.  When,  by 
some  satisfactory  means  of  measurement,  the  student  teacher  is  ranked 
strong,  there  is  a  better  basis  for  recommendation.  In  this  connection, 
it  might  be  well  for  the  student  teacher  to  react  to  his  own  and  to  his 
critic  teacher's  teaching  by  means  of  some  standards  or  score  cards  for 
this  purpose.  Surely  sometimes  there  should  be  a  written  reaction  from 
the  director,  the  critic  teacher  and  the  student  teacher  on  the  class  room 
work  of  both  the  student  teacher  and  the  training  teacher.     (1) 

6.  A  system  of  pei'manent  and  cumulative   records     and     reports 

—79— 


should  be  developed  immediately.  Mental  and  Educational  scores  of  all 
childien  enrolled  should  bt  kept  for  perm.::nent  use.  And  certainly  the 
teachers'  "Marks"  of  the  children  should  be  found  on  file.  The  number 
of  student  teachers  foi-  each  grade,  and  for  the  special  departments,  and 
the  grade  given  each  for  the  various  quarters  should  be  on  file.  Data  for 
a  thorough  survey  of  teacher  training  facilities  in  Colorado  State  Teach- 
ers College  should  be  kept  on  file  in  the  training  school  building. 

7.  A  longer  period  of  time  each  day  for  teaching  would  probably 
result  in  more  efficient  work  on  the  part  of  both  the  student  teacher 
and  the  children  taught.  When  a  student  teaches  but  25  to  50  minutes 
each  day,  he  cannot  become  so  well  acquainted  either  with  the  work  of 
the  training  school  or  with  the  childiCn.  If  the  student  teachers  who 
do  their  teaching  in  the  rural  demonstration  schools  can  get  away  from 
the  institution  for  four  weeks,  surely  the  student  teacher  who  teaches  on 
the  campus  should  arrange  to  spend  a  large  part  of  the  forenoon  or 
of  the  afternoon  in  the  training  school. 

8.  Authorities  in  charge  of  teacher  training  institutions  probably 
realize  that  to  prepare  teachers  v.ell  requires  more  than  two  years  of 
training.  In  some  states  the  State  Certificate  is  given,  only  after  sev- 
ei-al  years  of  teaching  experience.  In  Rhode  Island,  "No  student  is  to  be 
graduated  from  that  school  who  has  not  first,  after  completing  all  other 
normal-school  requirements  including  the  period  of  apprentice  teaching, 
completed  also  a  half-year  ol  fully  responsible  teaching  as  a  regularly 
employed  teacher  in  a  school  system,  uni'er  the  supervision  of  the  normal 
school."  (2)  It  might  be  well  for  the  authorities  hei'e  to  consider  post- 
ponement of  the  State  Diploma  until  after  successful  public  school  ex- 
perience or  after  the  completion  of  the  four-year  course,  leading  to  the 
degree,  Bachelor  of  Arts  in  Education. 

9.  Changes  in  Colorado  State  Teachers  College  are  taking  place 
so  rapidly,  that  one  survey  has  scarcely  been  completed  until  there  is 
need  of  another.  A  survey  committee  should  be  continually  on  the  job 
and  ready  to  recommend  changes  whenever  necessary.  There  have  been 
s.o  many  changes  in  the  training  school  since  the  material  for  this  survey 
was  collected,  that  there  is  need  of  another  sui-^'ey  at  the  present  time. 

10.  There  is  need  of  definite  conscious  efforts  at  cooperation  on  the 
part  of  every  member  of  the  faculty  of  Colorado  State  Teachers  College. 
This  is  probably  the  first  and  the  greatest  need. 

(1)  The  plan  of  apprai.sal  of  work  done  as  used  in  the  University  of  Wisconsin 

High  School,  H.  L.  Miller,  Principal,  should  be  studied  by  persons  in- 
terested in  teacher  training— Eighteenth  Year  BoOk  of  National  Society 
for  the  study  of  Education — Part  I. 

(2)  Normal    School    Bulletin — Eastern    Illinois    State    Normal — Number   66.    Pp. 

41-42. 


—80- 


UNIVERSITY  OF  CALIFORNIA   LH5RARV 

Los  Aiie;fk's 
This  l)ook  is  1)1' E  on  tht-  last  date  stainpol  lulou. 


Fovin  L'J-Series  444 


UNIVERSITY  of  CALIFORNIA 

AT 

LOS  ANGELES 

LIBRARY 


Lithomount 

Pamphlet 

Binder 

Gaylord  Bros.  Inc 

Makers 

Stockton,  Calif 

PAI.  JAN  21,  1908 


UCLA-Young   Rcsca.cM    Lil>..-.ty 

LB1840.G8  W9 


L   009   620   462   3 


.A.*^.;^-^r:"^'-  ,.- 


I 


.•<^' 


f.  ■."^.. 


m.:S:%:„.  jmm 


\-^-     ^j 


